SPECIAL EDUCATION AND INCLUSION: AN ANALYSIS OF THE CURRICULUM OF PHYSICAL EDUCATION LICENTIATE COURSES IN PUBLIC UNIVERSITIES OF PERNAMBUCO

Abstract

This is an investigation dedicated to analyzing the presence of the themes of Special Education and Inclusion in the curriculum of training courses in Physical Education at public universities in Pernambuco. To this end, we start from the understanding that tensions and debates around the issue of difference constituted the basic content of Physical Education itself as a field of knowledge. In this context, the analysis of the curricular guidelines of the teaching degree courses allowed us to raise questions about the responses of the area to the precepts of the National Education Policy in force, especially regarding inclusive educational processes. A descriptive and exploratory research was carried out, of a documentary nature, with analysis of the pedagogical projects of 4 universities. The data analysis resulted in the recognition of indicators related to the following main aspects: Teacher training from the perspective of inclusive education; Profile of the disciplines, considering elements such as the workload dedicated to the theme of inclusion; Forms of adequacy between theory and practice, among others. The interpretation of these data seems to us to signal not only ruptures and/or transformations of the area in relation to its own foundations, but also the effects of such processes on the daily lives of teachers. Thus, the need to reaffirm the institutional commitment to the theme is evident, beyond its punctual insertions in the curricula. In addition, we suggest that its own curricular structure be taken as a theme of reflection for the restructuring and updating of the pedagogical projects of Physical Education, as a way of rethinking its epistemological and pedagogical bases.