Inclusão de estudantes surdos nas aulas de educação física: perspectivas históricas e reflexões sobre o papel do docente
DOI:
https://doi.org/10.17648/diversitas-journal-v6i2-1333Abstract
ABSTRACT: Historically, people with disabilities have been segregated from educational activities, including Physical Education, being considered unable to impose a tax on other people. This article aims to present as historical perspectives of the school inclusion of deaf students and to reflect on the role of the Physical Education teacher in this context. This is a qualitative research, carried out in 2019, through the review of books and scientific articles. The survey of the literature took place in libraries in the city of Maceió and on platforms present on the internet. This reflection presents a social and pedagogical evolution of the treatment given to the disabled, analyzes the historical conceptions of Physical Education as a school discipline and highlights some singular aspects related to the deaf individual who can lead in their education. The results show that people with disabilities can no longer be considered inferior and unable to be educated and that Physical Education is an instrument of inclusion when turning their attention to the processing of the various aspects related to the movement. They also indicate that the deaf student is endowed with his own identity, inserted in a community with peculiar characteristics, being necessary only to find the best form of teaching considering his particularities. Finally, it is up to the Physical Education teacher to identify the special educational needs of deaf students in order to plan and execute classes according to the characteristics of each student.
KEYWORDS: Education, physical activity, deafness.
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Copyright (c) 2021 Elza Cristina Brito Gatto, Wellyngton Chaves Monteiro da Silva, Ana Paula Monteiro Rêgo, Eleusa Maria Passos Tenório
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