Physical Education in inclusive perspective: identification of the obstacles and facilities in public schools of Campinas - SP

• Grant number: 15/18113-1
• Support Opportunities: Improvement in Public Education Program
• Start date: August 01, 2016
• End date: July 31, 2018
• 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
• Associated researchers: Edison Duarte ; José Júlio Gavião de Almeida

Abstract

Currently inclusion is understood as a broad educational reform process to remove the barriers to learning and participation of all students. The inclusion of students with disabilities in physical education classes still find many barriers, being marked by exclusion, limited participation or segregation of this student. This study is a result of partnership between the City of Campinas and the Faculty of Physical Education UNICAMP in order to enhance and expand the participation of students with disabilities in physical education classes through continuing training activities for teachers, hiring trainees and adapted material for physical education classes. The study aims to analyze the problems and needs still present in the inclusive process in physical education classes in public schools in Campinas - SP, identifying obstacles and facilitators to its implementation. The study will be developed in the municipal schools schools, with participation of physical education teachers and students with disabilities enrolled. Four different measuring instruments will be used: non-participant observation, descriptive memorial, focus group interviews and semi-structured interview. These will be analyzed using the method of analysis of content by categorical analysis technique. Initially these instruments will be analyzed separately according to their specific goals and then your results will be triangulated to validation and completion. As a result it is expected to identify the reality and still present problems in inclusion in physical education classes, as well as evaluating the actions instituted in municipal schools for their achievement. (AU)

Scientific publications

(5)

(References retrieved automatically from Web of Science and SciELO through information on FAPESP grants and their corresponding numbers as mentioned in the publications by the authors)

TANURE ALVES, MARIA LUIZA; DE SOUZA, JOSLEI VIANA; GRENIER, MICHELLE; LIEBERMAN, LAUREN. The invisible student in physical education classes: voices from Deaf and hard of hearing students on inclusion. INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION, MAY 2021. (15/18113-1)

TANURE ALVES, MARIA LUIZA; VAN MUNSTER, MEY A.; ALVES, ISABELLA DOS SANTOS; DE SOUZA, JOSLEI VIANA. The 'normal' physical education classes: the ableism facing the inclusion of disabled students. DISABILITY & SOCIETY, v. N/A, p. 16-pg., 2022-04-28. (15/18113-1)

TANURE ALVES, MARIA LUIZA; GRENIER, MICHELLE; HAEGELE, JUSTIN A.; DUARTE, EDISON. 'I didn't do anything, I just watched': perspectives of Brazilian students with physical disabilities toward physical education. INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION, v. 24, n. 10, p. 14-pg., 2020-08-23. (15/18113-1)

TANURE ALVES, MARIA LUIZA; DE SOUZA, JOSLEI VIANA; GRENIER, MICHELLE; LIEBERMAN, LAUREN. The invisible student in physical education classes: voices from Deaf and hard of hearing students on inclusion. INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION, v. N/A, p. 16-pg., 2021-05-26. (15/18113-1)

TANURE ALVES, MARIA LUIZA; GRENIER, MICHELLE; HAEGELE, JUSTIN A.; DUARTE, EDISON. `I didn't do anything, I just watched': perspectives of Brazilian students with physical disabilities toward physical education. INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION, v. 24, n. 10, p. 1129-1142, AUG 23 2020. (15/18113-1)