José Francisco Chicon

Inclusão na educação física escolar: considerações sobre a constituição da subjetividade humana

Estudo qualitativo no intuito de conhecer o processo educacional de uma crianca autista num Centro Municipal de Educacao Infantil em Vitoria, ES. Utiliza o metodo cartografico, objetivando captar os possiveis engendramentos instituidos com os processos inclusivos de ensino que ali se agenciavam e sua implicacao com os processos de formacao de professores na Educacao Basica. Argumenta sobre a relevância que se apresenta, para criancas autistas, a escuta e o olhar no sentido da presenca e da aposta, de forma que os envolvidos com essas criancas oferecam-lhes movimentos que ecoem em suas representacoes inconscientes no intuito de promover mudanca da condicao alienante de objeto para uma unidade denominada sujeito.

Inclusão e exclusão no contexto da educação física escolar

Abstract: This article carries out the main historical events related to the path ran by the Physical Education in the school ambit, analyzing the aspects correspondent to the inclusion/exclusion axle which led Physical Education to this social-historical trajectory. This dialogue with the past does not imply the present enlightenment, does not assume that teaching happens the way it should have been taught, it only reports what it really was and shows that the events do not happen in an arbitrary way, but there is a relation among them. The study reveals, in the Physical Education history, the amount of disable students who were excluded from the teachinglearning process and it gives some hints to overcome this exclusion.

EDUCAÇÃO FÍSICA E INCLUSÃO: A MEDIAÇÃO PEDAGÓGICA DO PROFESSOR NA BRINQUEDOTECA

O estudo tem por objetivo descrever e analisar a acao mediadora dos professores de Educacao Fisica no processo de interacao de alunos com e sem deficiencia na brinquedoteca. Trata-se de uma pesquisa qualitativa do tipo estudo de caso. Os participantes foram quinze criancas nao deficientes do Centro de Educacao Infantil Criarte (Ufes) e cinco com deficiencia oriundas da comunidade do municipio de Vitoria/ES. Conclui que o olhar sensivel e a acao mediadora do professor tem papel fundamental para provocar avancos no aprendizado e desenvolvimento da crianca, o que nao ocorreria espontaneamente.

EDUCAÇÃO FÍSICA E INCLUSÃO: A EXPERIÊNCIA NA ESCOLA AZUL

It is a study case with ethnographic approaches, aiming at investigating and analyzing the process of inclusion of two students with special needs (NEEs) in the space-time of the Physical Education lessons. The instruments used were the field diary and the participant’s observation. The empirical data point to a serious problem regarding Education/Physical Education: the school, in the process of inclusion, may be forming students to reproduce attitudes of segregation of the NEEs students by deficiency, making natural the non-participation of them in the school and social activities, keeping, within the process of inclusion, the exclusion.

A BRINCADEIRA DE FAZ DE CONTA COM CRIANÇAS AUTISTAS

This work aims at understanding how make-believe play is expressed with autistic children. It was a case study and its methodological procedures involved educational interventions during play activities, observation and video recording, and support for micro genetic analysis to interpret make-believe play episodes. Subjects were 17 children aged 3-7, of whom six were autistic, one had Down syndrome, and ten had no disability. The children were seen at the university playroom by 13 student-teachers from the Physical Education School in their practicum, one hour a week, for nine months. The analyses indicate that autistic children are able to develop more elaborate imaginary play as long as they are provided with conditions to do so. Teachers’ mediating role is crucial in the process.

A (RE)DESCOBERTA DE SI: IMPLICAÇÕES E APRENDIZAGENS PRODU-ZIDAS A PARTIR DO PROJETO “CUIDADORES QUE DANÇAM”

This study aims to understand how the extension project “Caregivers who dance” has been occupied/experienced by women participants based on analyses of implications and learnings produced and specially of self-care in that space. This is a qualitative, exploratory and descriptive study. Participants included fifteen mothers and/or guardians who care for people with intellectual disabilities. It concludes that the space-time of the experience in the project encouraged participants to reassert their social role beyond that of caregivers of disabled people, as they discovered themselves to be able to experience their limits and possibilities in both life and dance.

A autopercepção de alunos com deficiência intelectual em diferentes espaços-tempos da escola

Estudo de caso com aproximacoes etnograficas, objetivando conhecer e analisar a autopercepcao de tres alunos com deficiencia intelectual em diferentes espacos-tempos da escola, com enfase na Educacao Fisica. Os instrumentos se pautaram nas entrevistas, observacoes e diario de campo. Os resultados denunciam uma autopercepcao negativa dos sujeitos foco, especialmente quando associada aos processos de ensino/aprendizagem vividos nos diferentes espacos-tempos da escola, inclusive na Educacao Fisica. Entretanto, a participacao em um projeto intitulado “A Trupe do Palhaco Caramelo” operou positivamente nos modos de simbolizacao/percepcao dos envolvidos, visto que eles saiam da condicao de figuracao vivida anteriormente para experimentar o protagonismo de suas respectivas historias de vida.