Licenciatura em Educação Física (Sede)
URI permanente desta comunidadehttps://arandu.ufrpe.br/handle/123456789/20
Siglas das Coleções:
APP - Artigo Publicado em Periódico
TAE - Trabalho Apresentado em Evento
TCC - Trabalho de Conclusão de Curso
Navegar
1 resultados
Resultados da Pesquisa
Item A formação de professores diante da educação inclusiva: uma análise curricular dos cursos de licenciatura em educação física das Universidades Públicas de Pernambuco(2019-07-04) Martins, Jéssica Pryscila Oliveira; Lindoso, Rosângela Cely Branco; http://lattes.cnpq.br/3076590717855221; http://lattes.cnpq.br/4539543104902351The present study discusses the curriculum in the context of the inclusive perspective in undergraduate courses in Physical Education. It had as a general objective: to analyze how the inclusive perspective is presented in the curricula of the Public Universities of the State of Pernambuco and as specific objectives: a) to understand the conceptual and historical aspects of Inclusive Physical Education; b) To problematize Inclusive Physical Education as a curricular component; c) To identify approximations and distances of the disciplines in the curricular matrices with the theme of Inclusive Physical Education. The research took as guiding references for its production the Declaration of Salamanca (1994), Stainback and Stainback (1999), among other authors and documents, as well as, the Political Pedagogical Project of each institution studied here. To address the issues related to the history of people with disabilities, we bring Sassaki (2003), Amiralian (2000), among others, questions related to the historical context of the curriculum, we bring Goodson (1995), Moreira (1999), among others. And issues related to education, Garcia (1999), among others. It was based on the methodological approach of research of qualitative nature, of the exploratory type. For this, the technique of data collection used as an instrument was: the documentary analysis. Where subjects' programs were analyzed that have thematic axis, the inclusion and for the understanding and treatment of the data, the content analysis was used. It is concluded that the curriculum of the universities of Pernambuco in the undergraduate courses in Physical Education, despite the inclusion in their curricular matrix of disciplines focused on i nclusion, this is not evident in the educational context, where it requires that greater support be provided for the materialization of the knowledge of the PE. It is important to broaden and perfect the perspective of Inclusion in the course, so that the students and future teachers, feel apt and qualified for educational action in the perspective of inclusion. The paper presents succinctly aspects related to the academic formation for teachers of the Physical Education course, offered by the Public Universities of Pernambuco through the curriculum.