The process of initial training in Physical Education in an inclusive perspective: what do graduates say?

Authors

  • Maria das Graças Carvalho Silva de Sá CEFD / UFES
  • Daniela Lima Bonfat Universidade Federal do Espírito Santo (UFES)
  • Erineusa Maria da Silva Centro de Educação Física da Universidade Federal do Espírito Santo (UFES)
  • José Francisco Chicon Centro de Educação Física da Universidade Federal do Espírito Santo (UFES)
  • Zenólia Christina Campos de Figueiredo Centro de Educação Física da Universidade Federal do Espírito Santo (UFES)

DOI:

https://doi.org/10.5212/PraxEduc.v.12i2.0004

Abstract

The process of inclusion of disabled people in school contexts, even considering the advances produced in the context of Brazilian education laws, is still a great challenge to the materialization of a fair, plural and egalitarian educational project for all citizens. In this sense, this study carried out qualitative-quantitative, descriptive and exploratory research, aiming at analysing the understanding of graduates of the Physical Education course about the initial training process experienced and its possible contributions to the work in basic education in an inclusive perspective. The results revealed the importance of teachers’ initial training processes to strengthen the articulation between teaching, research and extension, allied to a critical-reflexive perspective as a way to reinforce the inclusive pedagogical praxis.

 

Keywords: Initial training. Physical Education. Curriculum. Inclusion.

Author Biography

  • Maria das Graças Carvalho Silva de Sá, CEFD / UFES
    Possui graduação em Educação Física pela Universidade Federal do Espírito Santo (1989), Especialização em Educação Fisica escolar (1996), Mestrado em Educação/Educação Especial pela Universidade Federal do Espírito Santo (2003) e Doutorado em Educação/Educação e Diversidade Humana pela Universidade Federal do Espírito Santo (2008). Pós-doutorado em Educação Especial pela Universidade Federal de São Carlos - Campus sorocaba em 2015. É professora Adjunta IV do Centro de Educação Física e Desportos/Departamento de Ginástica. Coordenou o Curso de Licenciatura em Educação Física na Universidade Federal do Espírito Santo (2010 - 2014). Coordenou do GTT Inclusão e Diferença/CBCE (biênio 2009-2011). Coordena o laboratório de Educação Física Adaptada da Ufes (LAEFA-CEFD-UFES) desde 2009.Tem experiência no campo da Educação e Educação Física, com ênfase em Educação Inclusiva, atuando principalmente nos seguintes temas: Educação Física escolar, Formação de professores, Educação Física adaptada, inclusão e TGD.

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Published

2017-07-07

Issue

Vol. 12 No. 2 (2017): Dossiê: Educação Física escolar no contexto da inclusão e diferença

Section

Dossiê: Educação Física escolar no contexto da inclusão e diferença

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How to Cite

The process of initial training in Physical Education in an inclusive perspective: what do graduates say?. Práxis Educativa, [S. l.], v. 12, n. 2, p. 356–372, 2017. DOI: 10.5212/PraxEduc.v.12i2.0004. Disponível em: https://revistas.uepg.br/index.php/praxiseducativa/article/view/8792. Acesso em: 30 apr. 2026.