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
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Resultados da Pesquisa
Item Inclusão de crianças com deficiência intelectual por meio das aulas de Educação Física: uma revisão bibliográfica(2022-05-25) Oliveira, Jéssica Inez Cordeiro de; Tavares, Nayana Pinheiro; http://lattes.cnpq.br/0916330104621989; http://lattes.cnpq.br/0345463960180807This research is a bibliographic review that aims to understand Physical Education as a possibility for the inclusion of children with Intellectual Disabilities, starting from the question: how can Physical Education classes help in the inclusion of children with Intellectual Disabilities? The research has the specific objectives: to present the history of Inclusive Education, and of Inclusive Physical Education, to understand Intellectual Disability from its concept, characteristics and levels of commitment and To present facilitating elements and barriers in the performance of the Physical Education teacher with students with Intellectual Disabilities. The theoretical framework will be divided into three parts, the first chapter being the historical context of Inclusive Education, the second chapter on Intellectual Disability, the characteristics and levels of commitment of Intellectual Disability and as a final chapter the historical context of Inclusive Physical Education. It is concluded that it is important for the teacher to have knowledge about their students, such as the risk factor of physical activity and if there are any limitations. The teacher has to plan and structure what will be the necessary adaptations in Physical Education classes.Item Formação dos professores de educação física da UFRPE: uma análise do perfil do formando para atuação com pessoas com deficiência(2018) Bastos, Thúlio Albuquerque; Tavares, Nayana Pinheiro; http://lattes.cnpq.br/0916330104621989The inclusion of people with disabilities in School Physical Education classes guided this production. The objective of this research is to identify the profile of the undergraduate course in Physical Education of the Federal Rural University of Pernambuco for the educational action in the perspective of inclusion and as specific objectives: a) to understand the history, concepts and general aspects of People with Deficiency; b) relate concepts and aspects about the Person with Disabilities with Inclusive Education and Inclusive Physical Education; c) investigate whether the inclusive theme during the academic trajectory fulfills what the Political Pedagogical Project of the Course demands; d) To verify the need of the graduates of the Physical Education Degree course of the Federal Rural University of Pernambuco, of a greater approximation during the graduation of the theme Inclusion. The research took as reference to Declaração de Salamanca (1994), Stainback and Stainback (1999), Freire (2008), Brasil (2010), Jesus e Effgen (2012), Brasil (2015) among other authors and documents, to treat (2005), Sassaki (2003), Monte e Santos (2005), Amiralian (2000), among others, and issues related to education, Garcia (1977), Martins (2005), Saviani (1991), Fonseca (2003), Chicon (2008) and others. Based on qualitative, exploratory-type research, online questionnaires were applied through Google Docs to 39 students considered as trainees. The data allowed to identify several aspects necessary for the implementation of the inclusive proposal in the training of future teachers. The main difficulty indicated for the realization of inclusion in his future teaching referred to the difficulty of relating theoretical-practical knowledge to teacher attitudes towards Inclusive Education. As suggestions were highlighted: the need for the presence of the subject Inclusion in disciplines from the beginning of the course and through optional subjects that deal with the subject, experience with students with disabilities during the course, appropriate means to acquire theoretical and practical knowledge and in what way can be articulated to the appropriate attitudes in teaching. It is concluded that it is important to broaden and improve the perspective of Inclusion in the course, so that the students who are trained in it are apt and qualified for educational action in the perspective of inclusion.