Alunos com deficiência física dos campi do Instituto Federal de Educação, Ciência e Tecnologia de Roraima, nas aulas de educação física: análise das condições de acessibilidade física e das práticas pedagógicas

Abstract

This study aimed to analyze the conditions of physical accessibility of the three campuses of Instituto Federal de Educação, Ciência e Tecnologia de Roraima, as well as the pedagogical practices of Physical Education teachers in Boa Vista Campus attendance of students with physical disabilities. Besides the analysis of the physical conditions of the campuses, discussing issues related to the training of teachers and their teaching practices, we identifying teachers’ knowledge about inclusive process in Brazil, as a starting point for care of students with disabilities in order to problematize preparation to meet these students. Physical accessibility of Campuses enabled the participation of these students in Physical Education classes and in Institution daily activities. This concern has enabled a greater understanding regarding the care of disabled students in Boa Vista Campus and revealed some problems of physical structure which is not accessible to students in Amajari, Boa Vista and New Paradise, which will enable the development of physical fitness for attendance of all students. We problematized issues related to physical education teacher pedagogical practice who attends disabled students, and we observed that there are some possibilities for new thinking in development planning so that all students can participate in physical activities. Social inclusion and school inclusion should occur in a direction that does not force society through laws, but allowing people to the knowledge of the whole movement inclusive and democratic Brazil. This research had as subject Physical Education teachers who work in integrated technical courses to high school students and with disabled students in Boa Vista Campus. We could observe during the interviews that Physical Education teachers from Boa Vista Campus, serving disabled students are not prepared to serve them, although there is interest in acquiring knowledge in the field of adapted physical education. This is due mainly to the lack of preparation in training for these teachers because they do not have the training necessary knowledge to make possible the attendance in inclusive Physical Education activities. We also observed that, according to reports of the students in the interviews, the plans are not suitable for everyone to participate, without characterizing the physical condition of students. Regarding to physical accessibility we observed, through various photographic spaces, that the three campuses are according to ABNT NBR NBR 9050:2004, requiring adaptations to physical conditions of all, ie allowing all pupils to benefit the public good without architectural barriers that impede their participation in everyday social school.