Práticas aquáticas, desenho universal para aprendizagem e multiletramentos: educação física no atendimento educacional especializado

Abstract

This dissertation aimed to investigate the feasibility of a pedagogical proposal focused on the experience of Body Culture content, focusing on aquatic practices developed from the perspectives of Universal Design for Learning (UDL) and Multiliteracies, within the context of Physical Education (PE) in Specialized Educational Services (SEAs). The research adopted a qualitative educational action research approach, structured in two phases: a diagnostic phase, consisting of a systematic review and interviews with five PE teachers working in the SEAs in Goiânia; and a pedagogical intervention phase in a Special Education school, with students attending SEAs. The intervention was carried out with two children, one with Down syndrome and the other with Autism Spectrum Disorder with level 1 support, through eight practical Aquatic Education classes. Content analysis of the interviews revealed that the pedagogical practices developed by the interviewed teachers are often limited to psychomotor aspects, disregarding PE content and limited use of assistive and digital technologies. Field diary data and intervention analysis indicated that the UDL and Multiliteracies-based approach fostered student empowerment and enjoyment, expanded experiences, and learned Body Culture content, with the potential to contribute to more effective school inclusion. Based on this research, an educational product was developed that constitutes a proposed pedagogical intervention for the classes conducted during the study, incorporating the lesson plans and images produced by both the teacher-researcher and the students.