A Bocha Paralímpica na escola: vivência e inclusão na Educação Física escolar

Abstract

This research was developed within the scope of the Professional Master's Program in Basic Education Teaching, at the Center for Teaching and Research Applied to Education (CEPAE), of the Federal University of Goiás (UFG). Through this study, we seek to understand the history of Paralympic sports in society, reflecting on the inclusion of diversity in Physical Education classes and on Paralympic body practices in Basic Education schools. The problem that originated our research questions whether Physical Education teachers recognize the importance of school inclusion, inquiring how they act in the production of individual and collective knowledge about Paralympic sports in their classes. We aim to understand teachers' conceptions regarding school inclusion, establishing dialogues in order to build pathways for the democratization of Paralympic sports in schools. We aim to understand the history of the sport known as Paralympic Boccia and to encourage experiences with this sport in Physical Education classes, enabling the engagement of people with physical or neurodiversity in society through the multiple relationships that individuals establish with each other in the collective construction of knowledge. Based on the principles of social and qualitative research, we developed a "case study" with Physical Education teachers in the first phase of Elementary School at the Guiomar Rosa de Oliveira Municipal School, located in the municipality of Aparecida de Goiânia, in the state of Goiás. We present an Educational Product in the form of a Didactic Sequence, entitled "Paralympic Boccia as pedagogical content in Physical Education classes". This instructional teaching material was tested in the research field and can be applied in various pedagogical experiences in Physical Education classes. We conclude that Physical Education teachers recognize the importance of school inclusion, but still address Paralympic sports in a superficial way. Paralympic Boccia has been marginalized in the educational process due to teachers' lack of knowledge on the subject and the absence of Paralympic sports in their initial teacher training. Beyond producing knowledge and generating reflection and debate on the inclusion of diversity in schools, we seek to help guarantee the rights of all students to a quality public education that promotes their freedom and autonomy in today's society.