Paulo Ferreira de Araújo

O CONCEITO DE INCLUSÃO DE DISCENTES DE EDUCAÇÃO FÍSICA DE UNIVERSIDADES PÚBLICAS DO ESTADO DE SÃO PAULO NO CONTEXTO SOCIAL DA SUA PRÁTICA

A formacao inicial em Educacao Fisica tem se reconstruido segundo os paradigmas inclusivos em implantacao na sociedade. Assim, este estudo objetivou verificar o conceito de inclusao apresentado por estudantes universitarios concluintes do curso de Educacao Fisica em instituicoes publicas do estado de Sao Paulo. Para isso, foi desenvolvida uma pesquisa qualitativa por meio da aplicacao de questionario a 322 academicos. Os dados foram analisados pelo programa Iramuteq , por meio das analises de Classificacao pelo Metodo de Reinert, Analise de Similitude e Nuvem de Palavras. Como resultado, foi identificado que os discentes respondentes tem alcancado a construcao de um conceito de inclusao condizente com a complexidade do principio, considerando aspectos legais, sociais, psicologicos e afetivos imbuidos nessa proposta.

Instituciones de enseñanza superior de España y Brasil: temática sobre las personas con discapacidad

Discussions about people with disabilities were inserted into the course of Physical Activity Sciences and Sports and Physical Education as a way to meet the agreed provisions in different legal documents developed over discussions about the inclusion process. This process resulted in a greater share of this group in other social areas including sport, leisure and competitions. That led us to ask how this issue is addressed at the listed courses. To understand this factor we analyzed teaching plans or programs of subjects from two institutions, one from Brazil and other from Spain, which offer these courses and highlights the relevance in the area at their countries. We noted that the number of hours of work devoted to the discussion of disability in the specific subjects is almost the same in both countries, although the Brazilian institution offers more subjects. We have also noticed that the Brazilian institution shows repetitions of topics that specifically address the etiology of the disability. Specific readings indicated in the programs can be more diversified at some subjects. Finally, we note that only the subjects with specific focus on people with disabilities address this population. We believe that courses may offer more possibilities for discussion on this in other subjects, because people with disabilities actively participate in many spaces where professionals of Physical Education act.