Formação inicial de professores de Educação Física: o estágio curricular supervisionado em contexto escolar inclusivo

Abstract

This study aimed to analyze the pedagogical practice of academics during the Supervised Internship in relation to the proposed inclusion of students with disabilities in Physical Education classes. The methodology to be characterized by qualitative - in the form of descriptive case study. The participants were students from the 7th semester of Physical Education of CEFD / UFSM. The instrument for data collection was a semi-structured interview. The results were analyzed from four categories: a) planning education, b) the methodological procedures, c) the participation of students with disabilities and d) the teacher-student relationship (with disabilities). From the interviews you can contact that there was a concern on the part of academics to really work with the principles of inclusion school, seeking to draw a good teaching planning, adapting, if necessary, the proposed activities may also realize that academics sought to use approaches that allow the school inclusion, it was noted that the participation of students with disabilities was partial, and it was evident the academic approach with students with disabilities, showing attention, affection and concern to build ways to help students feel part of the gang. In this sense, the experience and the academic performance (future teachers) had this context, let your luggage even greater professional training trajectory, thus further preparing for the school reality, so inclusive.