Educação física e inclusão: perspectivas a partir da percepção de alunos com deficiência

Abstract

The inclusion of students with disabilities in Brazil is guaranteed through laws. However, this process is still a great challenge in the country. This present study aims to analyze the perception of those students about physical education classes, as well as their inclusion in such classes, searching the comprehension of their expectations, wills and disappointments. Regarding methodology, interviews were used as an instrument of data collecting, composed of a script of semi-structured questions. Five students with physical/motor or sensorial (visual or hearing) disabilities, from elementary public schools in Rio Grande do Sul’s countryside, took part in the study. As a result, it has been verified the participation of all students during physical education classes. It has been noted that the games were their activities of preference, in which they took part with more ease, meanwhile activities that required running brought about more difficulties. The students sustain good relationships with their classmates and would rather perform activities with their friends. Only two students performed physical or sportive activities out of the classes. Despite the way they would like the class to be, the students reported that there should be wider spaces and a bigger amount and variety of tools and games. It is hoped that this study will collaborate with the inclusion process, giving visibility to students with disabilities in Physical Education classes.