Inclusão de alunos diagnosticados com TEA nas aulas de educação física no contexto do Colégio Militar de Belo Horizonte: olhares e práticas pedagógicas

Abstract

This work presents the perception of Physical Education teachers at Colégio Militar de Belo Horizonte regarding the inclusion of students diagnosed with ASD in Physical Education classes. The objective was to analyze how the process of inclusion of students with ASD takes place from the teachers' perspective, identifying the main challenges, as well as sharing experiences, successful or not, in order to outline the best paths for inclusion to happen in a positive,effective way. The research paths involve a descriptive, qualitative approach, with action research and teaching research methodology, using the focus group as an instrument (4 meetings). Six male and three female teachers from CMBH participated in the research. Teachers reported having shallow or insufficient knowledge on working with individuals with ASD. Among the feelings in this performance: insecurity, challenge, leaving the comfort zone, frustration/gratification were the most reported by research participants. Regarding knowledge for working with students with disabilities, teachers reported that training (initial/continued) contributed little to working with this audience. The results of the study show that CMBH teachers have been looking for alternatives so that inclusion can occur in the context of Physical Education classes and that moments of collective construction of knowledge are opportune to share anxieties and successful experiences, as well as minimize feelings of insecurity when working with students with ASD. As a product of this research, a notebook of inclusive practices was created, highlighting the strategies followed by Physical Education teachers at the Colégio Militar de Belo Horizonte depending on the characteristics of each student.