Physical Education Teachers’ conceptions of school inclusion
DOI:
https://doi.org/10.5212/PraxEduc.v.12i2.0007Abstract
This paper analyzes the conceptions of inclusion that characterize the discourses of physical education teachers who have students with sensory, physical or intellectual disabilities. The methodology was qualitative and developed a case study. Two physical education teachers from the education public system in the city of Fortaleza took part in this study. The data collection procedures included interviews based on a script previously elaborated for this purpose. The results evidenced that there is a gap between the teachers’ discourses regarding school inclusion: since they sometimes defend an inclusive conception and other times advocate segregationist and exclusivist conceptions for people with disabilities. Based on the discourses of the participants of this study, it was concluded that their conceptions of school inclusion are still on the way to become consolidated.
Keywords: Inclusion. Physical Education. Conceptions.
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