School physical education to students with disabilities included in public state education at São Paulo

Esta pesquisa teve como objetivo avaliar as condições de realização das aulas de Educação Física para alunos com deficiência física, mental, sensorial ou múltipla, em escolas comuns da Diretoria de Ensino Norte 2 da rede estadual de São Paulo. Para tanto propôs-se a identificar e analisar o conhecimento que o professor de Educação Física Escolar tem sobre as deficiências de seus alunos, discutir os recursos que vêm sendo buscados pelos professores para aprimoramento na área e conhecer as sugestões dos participantes para melhor atendimento destes alunos. Foi realizada uma pesquisa de campo, envolvendo 10 (dez) professores de Educação Física de escolas públicas da rede estadual de São Paulo. Adotou-se a abordagem qualitativa, tendo como instrumento um roteiro de entrevista semi-estruturada formulado previamente, contendo perguntas abertas e fechadas direcionadas aos objetivos propostos pelo pesquisador. Em seguida realizou-se a transcrição dos depoimentos, a categorização dos dados mais significativos e a discussão dos resultados obtidos. Estes apontaram fatores importantes para a melhora das aulas de Educação Física para alunos com deficiência. Ressaltaram a capacitação e atualização dos professores como fator primordial para o êxito do processo inclusivo, destacaram a importância da busca por novos recursos, estratégias e intercâmbios entre os professores e indicaram a ausência de cursos que deveriam ser promovidos pelos órgãos competentes a fim de capacitar os professores.This research aimed to evaluate the setting where Physical Education classes are taken, having students with multiple disabilities (physical, mental, sensory) at North Regional 2, a public network in Sao Paulo. The first step was to elicit the teaching expertise from Physical Educators, especially their knowledge about their student s disabilities. A second step was making an inventory of resources that has been generally reached out by teachers to improve their awareness and understanding. Third, listening to the main actors, the students with disabilities, so that good solutions come up from a genuine want perspective. Primary research was performed with 10 (ten) School Physical Education teachers from the public network at Sao Paulo. Qualitative method was chosen, and among a variety of possibilities I have decided to adopt a semi-structured interview guide, which involves direct interaction between the researcher and the respondents. Guiding questions were previously formulated, with open and closed questions included, according to the researcher s objectives. After this I have done the transcription of the testimonies, so that I could concentrate on the content, choosing the more relevant data, and discussing the results. Data indicate interesting advantage and drawbacks. As an advantage I must highlight the respondents understanding regarding the need of more competence and up to date training opportunities to accomplish inclusiveness. Also the respondents underscored the search for new methods, resources, and strategies as significant steps every professor should go after. Additionally they pointed out some of the drawbacks. The most significant downside is the absence of training courses promoted by the government, and in addition the low level of interaction between professors to debate the issue.Fundo Mackenzie de Pesquis