Banca de DEFESA: ELIAS DA SILVA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : ELIAS DA SILVA
DATE: 14/04/2025
TIME: 13:00
LOCAL: Sala Multimidia Biblioteca
TITLE:

Active Teaching Methodologies: A Proposal for Inclusive Physical Education

KEY WORDS:

Keywords: Physical Education; Active Methodologies; Inclusion; Students with Disabilities

PAGES: 132
BIG AREA: Ciências da Saúde
AREA: Educação Física
SUMMARY:

Introduction: When observing the current educational scenario, we recognize that ensuring teaching through effective methodologies from an inclusive perspective is a challenge for all school subjects, including Physical Education. Analyzing the history of school Physical Education, we can notice several problems surrounding its pedagogical process, such as the adoption of traditional methodological practices, sports as the dominant content, pedagogical underinvestment, gender-segregated practices, and the exclusion of certain individuals from the context of physical activities. Considering the need for Physical Education to be based on proposals with characteristics opposed to traditional methodology, active teaching methodologies emerge. These methodologies aim to innovate the pedagogical practice through teaching strategies centered on the effective participation of students in the learning process. Thus, facing the issue of excluding students with disabilities in Physical Education classes, even in the early years of elementary school, and the need to guarantee the right to an inclusive, meaningful, and quality education for all, we arrive at the following research question: Can active methodologies promote the inclusion of students with disabilities in Physical Education classes in the early years of elementary school? Can this teaching strategy encourage inclusive attitudes, such as active participation and peer interaction? Therefore, the objective of this study is to investigate whether classes based on active methodologies contribute to promote the inclusion of students with disabilities in school Physical Education in the early years of elementary school. Method: The research approach was qualitative, using action research. The research was conducted at a school within the Municipal Education of Rio de Janeiro city. The subjects of the research were students from a fifth-grade class in elementary school in 2024, with 18 students agreeing to participate in the study, one of whom was a special education student diagnosed with Autism Spectrum Disorder (ASD). The students' ages ranged from 10 to 12 years. The instruments used for data collection during the pedagogical interventions were a field diary, the completion of a social behavior matrix proposed by Zuchetto (2007), and video and photo recording via cell phone. During the pedagogical interventions, the following active methodologies were used: Flipped Classroom, Teaching Games for Understanding (TGfU), and Project-Based Learning. The thematic unit worked on in the classes was sports, with invasion sports as the object of knowledge. The data collected through the field diary will be transcribed and later analyzed using the content analysis technique advocated by Bardin (2004). Data related to the social behavior matrix proposed by Zuchetto (2007) will be stored and analyzed descriptively, presented as a qualitative ordinal frequency table. Upon completing this study, the aim is to highlight the importance of active teaching methodologies as an effective tool in promoting the inclusion of students with disabilities in Physical Education classes.

 

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