A inclusão de pessoas com deficiência segundo professores de educação física na secretaria municipal de educação de Goiânia

Abstract

Inclusive educational systems try to insert the handicapped into the regular school, what demands changes in various aspects, especially the ones related to teachers. In this study we tried to understand how some Physical Education teachers talk about their impressions and first experiences regarding the process of Inclusion of handicapped students in their classes. We tried to understand how these professionals assess the new policy and its application in their classes. In this context, we did a qualified investigation, with descriptive and exploratory features, in which twenty Physical Education teachers working for the Municipal Educational Bureau of Goiânia SME-GO Secretaria Municipal de Educação de Goiânia who had handicapped students in their classes. We studied Laws and proposals of implementation of inclusive education, as well as the literature about the subject, among which the most important references are Maria Teresa Eglér Mantoan, Marcos J.S. Mazzotta, Carlos Alberto Marques, Susan Stainback, Peter Mittler, Reinaldo Soler, Collection of Authors, Jocimar Daolio e Silvino Santin.. The teachers statement confirmed that the due structural adaptations were not implemented in their schools, neither were they trained to work with the new educational model. Still, the majority of teachers declared that handicapped students contributed to their classes. Although they did not take part in the process of discussion/implementation of the inclusive policy at SME-GO, which has been approved since 2001, the Physical Education teachers declared open to the inclusive policy, as well as many of them revealed personal will in collaborate on this proposal. Nevertheless, we have to remember that an inclusive policy does not come true only with individual actions, since it necessary to take actions aiming to train and collectively involve the teachers and all the ones related to this process.