Formação de professores de educação física para a educação inclusiva: uma análise do currículo da UEFS

Abstract

This study focuses on the formation of Physical Education teachers, especially in the relationship between the main discussions on curriculum, teachers formation, Physical Education teachers, and inclusive education in the world, in Brazil, and in Bahia, using the Physical Education course curriculum at the State University of Feira de Santana (UEFS) as a parameter. The research is part of the studies collection of the Center for Studies and Research on University Pedagogy (NEPPU), it is part of the debate surrounding university pedagogy, and, consequently, encompasses human formation, teachers formation, curriculum, and the inclusion of new and future generations through the pedagogical intervention of the Physical Education teacher. The investigation was conducted under the following question: how is the initial teacher formation curriculum in Physical Education at UEFS articulated with the formation guidelines aimed at inclusive education, in order to guarantee future teachers the knowledge to work in educational spaces in inclusive contexts? This is a qualitative, exploratory, and document analysis study that identified the relationship between inclusion guidelines and the formative project of the Physical Education course at UEFS. Regarding the methodological design, this investigation is characterized as a bibliographic research, with a qualitative approach and descriptive character. The data interpretation was based on Content Analysis, consisting of: pre-analysis; exploration of the material, categorization or coding; and treatment of the results, where the conceptions of inclusion of people with disabilities present in the research object were evidenced. For the production of the data, initially, contact was established with UEFS and websites to obtain the analyzed devices. Subsequently, explanations were made of all the material selected for the study, taking into account the three basic stages of content analysis work. The following documents were analyzed: Pedagogical Project of the Course, syllabus of the curricular components, teaching plans and reports of research and extension groups allocated in the course. The research identified the proposal in the curriculum, analyzing the inclusion guidelines and the contributions to the performance of future Physical Education professionals regarding an inclusive pedagogical practice. The results showed that Inclusive Education is present in the analyzed curriculum; however, it appears in an uneven and fragmented manner, with a predominance of implicit occurrences, revealing institutional advances but also gaps in the transversality and pedagogical intentionality of inclusion. It is concluded that this insertion is still insufficient to ensure teacher education fully committed to inclusive principles, indicating the need for curricular revision to consolidate it as a structuring axis of the training program.