Alunos com transtorno do espectro autista nas aulas de educação física escolar: abordagens inclusivas no ensino de brincadeiras e jogos tradicionais

Abstract

Driven by a desire to reflect on my teaching practice, this study aimed to analyze inclusive approaches in classes containing students with Autism Spectrum Disorder (ASD) when teaching traditional games in Physical Education (PE) classes. This is an applied, descriptive, and qualitative teaching research project developed at the Olegário Tupinambá Mundim Municipal School, located in Lagoa Formosa, Minas Gerais. Forty-seven students (three with ASD) from two elementary school classes (first and third grades) participated, along with 87 family members. Data collection occurred in two stages: (i) administration of a questionnaire to parents/guardians, followed by planning of the teaching unit; and (ii) implementation of the activities. The following instruments were used: a questionnaire, participant observation, video recordings, a field diary, and drawings produced by the students. Data processing was based on Braun and Clarke's (2006) thematic analysis, resulting in three themes. The first, concerning the organization of a teaching unit of traditional games, highlights the importance of family involvement in preparing this content through stories and complementing the plan with strategies aimed at engaging everyone, such as anticipating proposals, listening to students, sharing adult testimonies, verbal and visual instructions, the use of helpers, small groups, and varying spaces. The second theme addresses inclusive experiences in games and encompasses students' enthusiasm and knowledge of certain practices, positive memories at the end of them, the strengthening of friendships between children with ASD and their peers, productive interactions with family members and us (teachers), as well as the protagonism, engagement, and potential expressed by them. Finally, the third theme concerns the challenges and pedagogical interventions in PE classes with students with ASD. It addresses barriers that manifested themselves in different ways in the three students in question. Some difficulties were not overcome and generated frustration. They are related to social interaction, changes in routine, detachment from specific interests, completion of activities, understanding of tasks and rules, motor difficulties, reactions to waiting, and sensitivity to environmental stimuli. The interventions adopted included patient dialogue, attention, reception, negotiation, (re)orientation, demonstration, proximity, adaptation, and encouragement. As a teacher, I faced moments of overload, and students without ASD expressed discomfort with the competitiveness and lack of cooperation in certain practices. The results of this research culminated in the production of a video documentary that brings together narratives, experiences, and learning acquired throughout the course. I conclude that all these experiences contributed to reflections on my teaching practice, and, based on them, I intend to strengthen the actions that proved successful, adopt a more attentive approach to the obstacles faced by students with and without ASD, and alleviate both the aspects criticized by these participants and the factors that generated stress in my daily school life. Thus, I will continue to seek lighter and more inclusive approaches for PE classes.