Physical education, curriculum and disability: an investigation into paralympic sport and inclusion in school

• Grant number: 19/01180-9
• Support Opportunities: Regular Research Grants
• Start date: October 01, 2019
• End date: December 31, 2021
• Field of knowledge: Humanities - Education - Specific topics in Education
• Principal Investigator: Maria Luíza Tanure Alves
• Grantee: Maria Luíza Tanure Alves
• Host Institution: Faculdade de Educação Física (FEF). Universidade Estadual de Campinas (UNICAMP). Campinas , SP, Brazil
• City of the host institution: Campinas
• Associated researchers: Lizete Wasem Walter

Abstract

Despite being ensured by specific legislation in several countries, the inclusion of students with disabilities (SWD) in general schools is still a challenge. The understanding of what inclusion is does not seem to be a consensus for school communities. As a piece of this puzzle, Physical Education (PE) classes have presented themselves as a specific educational context, with reports of SWD exclusion filling the studies carried out on the topic. The study aims to analyze the process of inclusion of SWD in PE classes through the lens of ableism facing it's traditionally sports context, revealed as the greatest challenge for students with disabilities. In this context the beliefs, values and practices associated with Paralympic sport at school will be investigated together. Based on the perspective of PE teachers, the study aims to investigate the broad, active and limiting social context in PE classes, with beliefs, values and attitudes towards students with disabilities and their participation in PE classes. The study will be carried out through semi-structured interviews with PE teachers. The interviews will be conducted through an online platform focusing on the reality before to the Covid-19 pandemic. The interviews will be analyzed using the technique of content analysis with formation of categories and thematic interpretation. As a result, progress in the studies related to the inclusion of SWD is expected, with recognition of the values and practices active in this specific educational context. It is expected to recognize the challenges to the inclusion of students with disabilities in a context marked by ableist beliefs and values, which make the participation of SWD an impossible task. (AU)