Uma análise de Atividades de Estudo e Pesquisa (AEPs) com futuros professores de Educação Física no âmbito inclusivo com o objeto do saber Jogo

Abstract

By incorporating elements of body culture as part of its content, Physical Education offers a variety of teaching opportunities. Faced with the diversity present in school reality, teachers have countless possibilities to explore when planning praxeological work in Physical Education classes in an inclusive context. Thus, the research question of this study emerges: how can Study and Research Activities (AEPs in portuguese) for an inclusive classroom context with visually impaired students, based on the CRIE model, enhance the praxeologies of future Physical Education teachers when working with the Game? The aim of this study is to analyze how the Study and Research Activities (AEPs), for an inclusive classroom context with visually impaired students, through the CRIE model, can favor the praxeologies of future Physical Education teachers working with the Game. Based on the Anthropological Theory of the Didactic (TAD in portuguese), the study aimed to reveal the praxeologies involved in teaching the Game to visually impaired students. In this sense, we relied on ADT as a methodology and on the use of Study and Research Activities (SRAs) to experiment with the study; the CRIE Didactic Reference Model was also used. The study has a qualitative approach. The participants in the research scenario are future teachers, who are students from the 5th semester of the Physical Education degree course at the State University of Feira de Santana (UEFS). Data was collected using an open-ended questionnaire, a logbook, audio and video recordings and AEPs. By carrying out this study, it was possible to identify how the AEPs, together with the CRIE Didactic Reference Model, can make it possible to effectively experience inclusion in Physical Education classes. In addition, it was possible to perceive the praxeologies present in the actions of future Physical Education teachers, using the model through TAD and the dialectic of ostensive and non-ostensive. It was also possible to see the possibilities for inclusive work with the Game content in Physical Education classes.