Escolares com deficiência no contexto da pandemia : percepções dos professores de educação física das escolas da rede municipal de João Pessoa

Abstract

The COVID-19 pandemic triggered several measures to contain the spread of the virus, modifying the organization and dynamics of schools, with emphasis on Physical Education classes – an almost entirely practical discipline – for remote teaching. The inclusion of students with disabilities in this new teaching model deserves special attention from researchers in the search for reflections on ensuring equity in education for this population. This study had as general objective to research the insertion of students with disabilities during Physical Education classes, in the municipal education network of the city of João Pessoa during the pandemic. Therefore, a research was carried out with a quantitative-qualitative approach, of an exploratory nature, with a cross-sectional design, aimed at Physical Education teachers from the municipal education network, whose classes had students with disabilities. A questionnaire with open and closed questions was applied, carried out using Google forms, and for data analysis, a categorical content analysis was chosen. The results obtained through the teachers' narratives confirmed the low participation of students with disabilities in remote Physical Education classes, in addition to difficulties in accessing technological resources for their inclusion in classes. It is considered that special education is a very important topic and needs to be thoroughly discussed. For a long time these individuals were made invisible and even though their rights are guaranteed by the vast existing legislation in Brazil, this invisibility still persists, both due to architectural barriers and prejudiced attitudes. The school, as a democratic space, must promote an education that includes everyone without distinction.