Jogo e a inclusão de pessoas com deficiência na educação física escolar : uma revisão sistemática

Abstract

The game is considered mandatory content to be discussed in Physical Education, whose specificities represent great potential for the development of students, as well as to promote the inclusion of People with Disabilities. The aim of this study was to carry out a systematic review in scientific journals about games, toys and games in Physical Education classes and their pedagogical relationship with the process of inclusion of people with disabilities in classes. It is characterized as a systematic review research, whose data were extracted from articles published in Portuguese-language scientific journals that met the objectives of this review. The following descriptors were used: Toy, Games, Jokes, Game, Exergames, Disability, Inclusion and School Physical Education. It was found that scientific production in the area is still scarce. Nevertheless, the researches under analysis are unanimous in pointing out that the pedagogical relationships between the Game and the inclusion of People with Disabilities in School Physical Education classes are positive, beneficial, effective and promising. It is noticed that there are many contributions that PCDs can provide, thus contributing to the specific development of Adapted Physical Education, such as: empowerment, personal independence, improvement in self-esteem, psychological, social and physical self-confidence, socialization and inclusion, increase in the motor repertoire, expansion of knowledge about body culture, in addition to expanding knowledge of oneself and the world.