A Educação Física na Escola Especializada: Uma crítica ao Currículo Funcional Natural à luz da Teoria Histórico- Cultural

Abstract

This work aims to contribute to the discussion about the schooling process for children with disabilities in the context of special schools, considering the contributions of Historical-Cultural Theory to human development, with a focus on the curricular component of Physical Education. The research stems from concerns that arose from the author's pedagogical practice as she transitioned from regular to special schools, especially in light of the limitations perceived in the predominant psychomotor approaches. The overall objective of the research is to understand how the aforementioned theoretical foundations can support Physical Education teaching methodologies that overcome functionalist and innatist perspectives of development. To this end, the specific objectives include: the analysis of the historical path of Special Education in Brazil; the examination of institutional documents of Special Schools with historical relevance, aiming to identify concepts underlying the presence of Physical Education; and the proposition of methodological possibilities based on HistoricalCultural Theory. The research adopts a qualitative, exploratory approach, with an emphasis on documentary analysis. A review of academic literature highlighted the hegemony of the inclusive perspective and the psychomotor approach, highlighting the scarcity of studies focusing on Physical Education in Special Schools from the perspective of mediation and the appropriation of body culture content as a formative right. The results indicate the importance of rethinking the place of Physical Education in Special Education, recognizing its potential in the process of humanization and development of students with disabilities. They also suggest the production of a guidance booklet for Physical Education teachers in Special Education.