Representations of deaf students about inclusion in physical education classes
Inclusion is a social process in school aims to change attitudes and to build a position to cover everyone without distinction. Thus, the objective was to analyze the representations of deaf students on their inclusion in physical education classes. It is qualitative, descriptive and analytical, att...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | Portuguese |
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Universidade Federal de Santa Maria (UFSM)
2014-04-01
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| Series: | Revista Educação Especial |
| Subjects: | |
| Online Access: | http://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/article/view/7989 |
| _version_ | 1811229984405061632 |
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| author | Tássia Pereira Alves Zenilda Nogueira Sales Ramon Missias Moreira Leonardo de Carvalho Duarte Riane Missias Moreira Mendes Souza |
| author_facet | Tássia Pereira Alves Zenilda Nogueira Sales Ramon Missias Moreira Leonardo de Carvalho Duarte Riane Missias Moreira Mendes Souza |
| author_sort | Tássia Pereira Alves |
| collection | DOAJ |
| description | Inclusion is a social process in school aims to change attitudes and to build a position to cover everyone without distinction. Thus, the objective was to analyze the representations of deaf students on their inclusion in physical education classes. It is qualitative, descriptive and analytical, attended eight deaf students from 2 public schools in a city in the countryside of Bahia. For data production, it was used a semi -structured interview, through the aid of an interpreter of Brazilian Sign Language (Libras), at the same time, it was translated by the interpreter and transcribed by the researchers. Data analysis used the technique of categorical content analysis. The inclusion of deaf people in physical education classes still failed to materialize and in fact, even having found some teachers with pedagogical actions that proved to be inclusive, yet they still leave many gaps, regarding satisfactory learning of students because they simply just integrate deaf students in the classroom. It is necessary that the school and the teacher ensure that the curriculum is accessible to them, so that they can contribute to the construction of citizenship, motor development, cognitive and social-emotional student. |
| first_indexed | 2024-04-12T10:22:34Z |
| format | Article |
| id | doaj.art-4246f88ea2274392ade925a7ce3c6b3d |
| institution | Directory Open Access Journal |
| issn | 1808-270X 1984-686X |
| language | Portuguese |
| last_indexed | 2024-04-12T10:22:34Z |
| publishDate | 2014-04-01 |
| publisher | Universidade Federal de Santa Maria (UFSM) |
| record_format | Article |
| series | Revista Educação Especial |
| spelling | doaj.art-4246f88ea2274392ade925a7ce3c6b3d2022-12-22T03:37:04ZporUniversidade Federal de Santa Maria (UFSM)Revista Educação Especial1808-270X1984-686X2014-04-012748657810.5902/1984686X79897576Representations of deaf students about inclusion in physical education classesTássia Pereira Alves0Zenilda Nogueira Sales1Ramon Missias Moreira2Leonardo de Carvalho Duarte3Riane Missias Moreira Mendes Souza4Universidade Estadual do Sudoeste da BahiaUniversidade Estadual do Sudoeste da BahiaUniversidade Estadual do Sudoeste da BahiaUniversidade Estadual de Feira de SantanaAcadêmica do Curso de Licenciatura em Pedagogia pela Universidade Estadual do Sudoeste da Bahia (UESB). Estudante da linha de pesquisa em Educação Inclusiva do Núcleo de Estudos e Pesquisas em Educação Física, Esportes e Lazer-NEPEEL/UESB/CnPq.Inclusion is a social process in school aims to change attitudes and to build a position to cover everyone without distinction. Thus, the objective was to analyze the representations of deaf students on their inclusion in physical education classes. It is qualitative, descriptive and analytical, attended eight deaf students from 2 public schools in a city in the countryside of Bahia. For data production, it was used a semi -structured interview, through the aid of an interpreter of Brazilian Sign Language (Libras), at the same time, it was translated by the interpreter and transcribed by the researchers. Data analysis used the technique of categorical content analysis. The inclusion of deaf people in physical education classes still failed to materialize and in fact, even having found some teachers with pedagogical actions that proved to be inclusive, yet they still leave many gaps, regarding satisfactory learning of students because they simply just integrate deaf students in the classroom. It is necessary that the school and the teacher ensure that the curriculum is accessible to them, so that they can contribute to the construction of citizenship, motor development, cognitive and social-emotional student.http://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/article/view/7989InclusãoSurdosEducação física. |
| spellingShingle | Tássia Pereira Alves Zenilda Nogueira Sales Ramon Missias Moreira Leonardo de Carvalho Duarte Riane Missias Moreira Mendes Souza Representations of deaf students about inclusion in physical education classes Revista Educação Especial Inclusão Surdos Educação física. |
| title | Representations of deaf students about inclusion in physical education classes |
| title_full | Representations of deaf students about inclusion in physical education classes |
| title_fullStr | Representations of deaf students about inclusion in physical education classes |
| title_full_unstemmed | Representations of deaf students about inclusion in physical education classes |
| title_short | Representations of deaf students about inclusion in physical education classes |
| title_sort | representations of deaf students about inclusion in physical education classes |
| topic | Inclusão Surdos Educação física. |
| url | http://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/article/view/7989 |
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