INCLUSÃO NA EDUCAÇÃO FÍSICA ESCOLAR: DESAFIOS E POSSIBILIDADES PARA UMA PRÁTICA TRANSFORMADORA
REGISTRO DOI: 10.69849/revistaft/ni10202509141921
Prof. Darlan Castro Ribeiro1
Profa. Thais Helena Moura Fonseca Ribeiro2
Prof. Dr. Diogenes José Gusmão Coutinho3
Summary: One of the biggest problems facing the period of modern education in such a scenario is physical education in school, which infuses body, movement, and wholeness. This article presents the challenges and objectives of inclusive school physical education, analyzing current laws, extensive references to theory, and practical experience. Thus, the whole purpose of a literature review is to redefine what is meant by physical education to meet the needs of students with disabilities or students from poor backgrounds who are not being included in the public schools now perpetuated (those who enter private schools are still there). Among the main challenges are that teachers are not specifically trained, there are few pedagogical resources and there are many attitudes to be changed in society. On the other hand, possibilities include adapting activities, using cooperative methods and improving teacher training. Physical education is not only a legal obligation, but also an opportunity for social change, to encourage values such as respect or solidarity. This article in fact defended school inclusion as a principle that should guarantee everyone the right to education, regardless of their physical, cognitive, social and cultural conditions.
Keywords: Inclusion; Physical education; Diversity; Citizenship; School.
Resumo: um dos maiores problemas enfrentados pelo período de educação moderna em tal cenário é a educação física na escola, que infunde corpo, movimento e totalidade. Este artigo apresenta os desafios e objetivos da educação física escolar inclusiva, analisando as leis atuais, extensas referências à teoria e experiência prática. Dessa forma, todo o propósito de uma revisão bibliográfica é redefinir o que se entende por educação física para atender às necessidades dos alunos com deficiência ou de alunos de origens pobres que não estão sendo incluídos nas escolas públicas agora perpetuadas (aqueles que entram nas escolas privadas ainda estão lá). Entre os principais desafios estão que os professores não são especificamente treinados, há poucos recursos pedagógicos e há muitas atitudes a serem mudadas na sociedade. Por outro lado, as possibilidades incluem adaptar atividades, usar métodos cooperativos e melhorar a formação dos professores. A educação física não é apenas uma obrigação legal, mas também uma oportunidade para mudança social, para incentivar valores como respeito ou solidariedade. Este artigo de fato defendeu a inclusão escolar como um princípio que deve garantir a todos o direito à educação, independentemente de suas condições físicas, cognitivas, sociais e culturais.
Palavras-chave: Inclusão; Educação física; Diversidade; Cidadania; Escola.
1. Theoretical foundation on inclusion
1.1. Concept of inclusion in education
According to Mantoan (2003), not only is it wrong to define Inclusion in terms of the presence of students in the classroom, but students must effectively participate in the learning process. This situation will only change when diversity is seen as part of school life.
In this sense, inclusion is not just diversity. Integrate students according to the system for their own benefit. On the contrary, it proposes that the school should be developed to serve everyone.
1.2. Legal frameworks for inclusion in Brazil
The Constitution of Brazil stated in 1988 that Education is a right of all and an obligation of the State under equal conditions, only to attend school for free (BRASIL, 1988). Subsequently, the Law of Guidelines and Bases of National Education (Law No. 9,394/1996) interpreted this demand by suggesting that students with special needs should preferably be attended in regular schools (BRASIL, 1996).
Another significant milestone is the Brazilian Law for the Inclusion of Persons with Disabilities (Law No. 13,146/2015), known as the Statute of Persons with Disabilities, which guarantees the accessibility of people with disabilities and their full participation in all social spaces, including schools (BRASIL, 2015).
Not only the laws mentioned above, but a series of international documents have also directly influenced Brazilian educational policy. For example, the “Salamanca Declaration” (UNESCO, 1994) referred to the practice that “common schools with an inclusive ethos are the most effective means of combating those who tear down or ridicule others”.
1.3. Difference between integration and inclusion
Under no circumstances is integration equal to inclusion. The process of integrating students with physical disabilities into regular classrooms does not change the structure of education at all. The school remains unchanged and it is up to the student himself to adjust it (RODRIGUES, 2006).
However, inclusion implies changing our schools so that they meet the needs of all. Glat and Branco (2007) maintain that inclusion is in fact a complete paradigm shift, moving away from individual disability or abnormality and seeing diversity as a source of pedagogical strength.
1.4. Inclusion and citizenship
Educational inclusion is closely related to citizenship. By enabling the participation of all students, the school is strengthening our democratic ideals, such as respect, solidarity and justice.
As Sassaki (2009) writes, inclusion should be seen as a comprehensive social process that goes beyond schools and extends throughout society. In this context, Physical Education, dealing with the body, play and cooperation, becomes a privileged place to live inclusive values, essential to shape active and conscious citizens.
2. School physical education and diversity
2.1. The social role of physical education in school
However, school physical education breaks with conventional sports practices. This is a subject that, while promoting the development of students’ motor skills, at the same time leads to their personal growth and helps to build the foundation for citizenship education (DARIDO; RANGEL, 2019).
It is undeniable to declare the social function of this discipline, as it allows students to learn to deal with diversity, which in fact, introduces the body as an expression of human plurality. In the view of Betti and Zuliani (2002), understanding Physical Education as a pedagogical exercise is valuing the culture of human movement. In addition, this pastime integrates physical activities, games, dances, fights and sports.
2.2. Physical education and integral development of the student
The result is that such a vision expands the opportunities for participation for all students, even those with physical disabilities. This can be done by not making any activity too difficult or dangerous, but rather by being flexible and changing the rules when necessary. Integral development is one of the pillars of contemporary education.
Physical education, with its work on the physical, cognitive, and socio-emotional dimensions, plays an important role in this process.
According to Neira (2009), the discipline leads to critical and creative thinking, tolerance of differences, and freedom in the work of the students themselves. It goes beyond simply imitating mechanical actions and gestures.
Physical education, in an inclusive context, means understanding that each student moves and learns differently. It is up to the teacher to plan the training in order to consider not only diverse abilities, but also the student’s growth rate.
The idea of offering a variety of activities (including support games, adapted circuits, games in pairs or small groups) creates means for everyone to participate and develop individual or collective potential.
2.3. The body as a language and expression of diversity
Here, in Physical Education, the body is not only a biological structure, but it is also a language (a form of expression and identifiable communication) (BRACHT, 1999). Therefore, the discipline plays a fundamental role in valuing diversity: each human body is a unique text, culture or history in its own right.
Inclusion, then, requires the teacher to see the student’s body as a legitimate object in all its forms of expression, this means avoiding everything that resembles comparison and exclusion.
As Rodrigues (2006) points out, the inclusive view must replace any type of distinction with the consideration of potentials. Therefore, a student with a physical disability may not perform all the movements he sees, but he can help in other aspects, such as arranging the layout, coordinating teamwork and planning the strategy.
2.4. Physical education and citizenship training
Physical education helps build citizens by emphasizing values such as cooperation, respect for differences, and mutual support. For Kunz (2004), the pedagogical process of the discipline must go beyond the logic of sports performance and adopt a critical approach, which values participation and reflection on the meanings of human movement itself.
In this context, inclusive practice in physical education has become an instrument of external social transformation, where all students can be touched by the right to learn, live together and express themselves through movement.
The collective experience, respecting differences, while recognizing shared hopes, can forge democratic principles and provide a fairer society for all.
3. Challenges of inclusion in physical education
Despite the advances in public policies and laws aimed at inclusion, the pedagogical practice of school physical education still faces numerous impediments to consolidate itself as truly inclusive. Because these challenges occur at the attitudinal level (on the part of the teacher and student), at the structural level (in terms of facilitation of areas), as well as in pedagogy and institution. These difficulties reflect both a lack of resources and cultural resistance.
3.1. Attitudinal barriers and prejudice
Attitudinal barriers represent one of the most important impediments to inclusion. Behind these biases and unprepared teachers due to lack of training or experience, often lies the unintentional exclusion of students with disabilities or special educational needs.
According to Sassaki (2009), prejudiced attitudes derive from ignorance and the perpetuation of stereotyped images about the person in question, which emphasize only their limitations and ignore their potential.
In physical education, this barrier resurfaces annually when students with disabilities are removed from activities in the name of protection or receive only leisure and insignificant practices instead of undergoing adequate learning experiences (GLAT; BRANCO, 2007).
3.2. Architectural and structural barriers
Another major obstacle is the lack of access to school facilities. Courts without ramps, without tactile surfaces, insufficient adapted equipment, and inadequate bathrooms and toilets are common problems (BRASIL, 2015).
However, according to Silva and Silva (2020), in the absence of adequate infrastructure, not only participation is compromised, but also the safety requirements and freedoms that students demand. How schools dream of integration: all students should be able to move and participate equally in the activities according to the standards of the Brazilian Association of Technical Standards (ABNT).
3.3. Lack of initial and continuing teacher training
Without adequate teacher training, or as Melo and Ferreira (2016) point out, this gap leads to insecurity, improvisation, and resistance to inclusion.
More specifically, for teachers to be competent in inclusive pedagogy, adapt activities, and understand the particularities of different disabilities successfully, continuous learning is critical. The practice tends to reproduce exclusionary models while omitting investments.
3.4. Lack of adapted materials and pedagogical support
A more common dilemma at this level or at either level is the scarcity of practical resources in the United States. Sound balls, sports chairs, tactile material and adapted games are all necessary tools, but they are often unavailable for the reality of public schools.
As Rodrigues (2006) argues, the creativity of teachers is also affected by the lack of technical support and auxiliary resources available. In addition, the absence of support professionals (such as sign language interpreters, caregivers, and monitors) greatly increases the difficulty involved in implementing an inclusive approach among school screen control programs.
3.5. Teacher resistance and “façade inclusion”
Finally, some teachers see inclusion as something that is legally obligated to them. This is a challenge in itself rather than an opportunity for pedagogical innovation.
The attitude can easily give rise to an “image inclusion”, in which students with physical disabilities remain in the classroom, but are largely passive in all other senses (MANTOAN, 2003).
The obstacle often lies in external factors, such as overcrowded classes and overcrowding, insufficient time for teachers to plan their work, and the absence of an institutional policy that supports them.
To break this barrier, not only teachers must be educated, but structural factors must also be created that support integration. This presents a formidable challenge for the inclusive practice of physical education.
4. Possibilities and strategies for inclusion
The discipline of physical education has numerous pedagogical possibilities capable of transforming it into an area where learning and democratic coexistence occur at all levels.
This may require adaptations in methodology and the way teachers view their roles, along with some types of cooperative practices that promote everyone’s participation.
4.1. Adaptation of games and sports
One of the main strategies to integrate people is to adapt games or sports for them. Changing rules, using different equipment, or modifying moves allows students of varying skill levels to participate.
As Rodrigues (2006) pointed out, these changes do not alter the nature of the activity; expand opportunities for learning and interaction.
For example, in a dodgeball game, using smaller, softer balls will make it easier to defend the perimeter or allow some students more time for throws. This type of change puts everyone on an equal footing without harming the game itself (SILVA and SILVA, 2020).
4.2. Use of active methodologies
Learning methods that bring people together are also important tools to integrate everyone. Both adaptive circuits and cooperative games involve all students, regardless of what disabilities they may have.
As Brotto (2001) said, the essence of cooperative games lies in promoting social solidarity, mutual respect and collaboration instead of individual competition. Alternating stations makes students work at their own pace, favoring autonomy and protagonism in the learning process.
4.3. Inclusive and diverse evaluation
Evaluation is another essential feature. An inclusive assessment should take into account the individual’s effort and what they do, not just how well they use specific skills.
In Physical Education, Darido and Rangel (2019) argue that assessment should be formative and continuous: appreciating students, for example, as they struggle to advance one step after another, allows them to pass, even if they have not obtained the highest score of the year in jumping technique, a waste of valuable playing time.
Thus, instead of counting how many points were scored in a game, a teacher can observe if that student managed to arrive in time to participate in the play, if the two students who used to fight were shaking hands after running or if they adhered to the rules, all of these are indicators that are as relevant as they are for students today.
4.4. Peer cooperation and student protagonism
Cooperation among students is another important path to inclusion. When peers act as mediators, helping colleagues with disabilities or difficulties understand the material, a collaborative learning environment is created. For Glat and Blanco (2007), this practice strengthens social bonds while promoting awareness of the inherent value of our diversity of natures.
In addition, students must become protagonists. Involving everyone in the pedagogical process, allowing students to give feedback on rules, suggest adaptations or help organize activities, will make them feel that “this is ours”.
4.5. Support from the family and school community
Finally, inclusion depends on more than just what happens in the school environment. Parental participation, constant dialogue with teaching staff members, and the assistance of specialized professionals such as sign language interpreters or psychological therapists are necessary for inclusive practices at all levels (Mantoan, 2003).
The school is a shared space of collective responsibility: it is here that people come to ensure integral education for today’s students. In this way, physical education plays a role in the connection between school and home, extending to the community. This reinforces the bonds between different social strata and, in turn, promotes the values of being a citizen.
5. Successful experiences of inclusion in physical education
The practice of inclusive physical education is not just based on theories or standards; It is already taking shape in practical experiences that serve as models for both people and schools to follow. These practices indicate that, despite structural and pedagogical problems, it is possible to create environments where all students can share equally in learning and growth.
5.1. Examples of inclusive practices in Brazilian schools
Many public schools have implemented actions aimed at inclusion in physical education classes. Melo and Ferreira (2016) gave examples where teachers launched cooperative game projects as a way to incorporate students with intellectual disabilities, which brought them common experiences of socialization and interaction based on respect and mutual help.
Another example is the use of modified activities for students with vision problems, using sound balls and tactile material devices to create temporo-spatial signals. These practices, in addition to promoting participation, lead classmates to understand that they must count on each other and feel empathy for the difficulties of others.
5.2. Case studies of students with physical, intellectual and sensory disabilities
Case studies amply demonstrate the importance of pedagogical adaptation. In a study carried out by Glat and Blanco (2007), a municipal school in Rio de Janeiro modified its classes to accommodate a student with cerebral palsy. Among the strategies adopted were the modification of the rules in team sports and his active participation in leadership activities, which helped to raise his self-esteem and integrate him more fully into the group.
Another good situation is when schools work with deaf students. As Lima (2018) explains, with the presence of a sign language interpreter during physical education classes, it was possible for these students to understand the rules, participate in the activities and fully interact with their classmates.
5.3. Adapted sports and Paralympic projects as inspiration
The practice of adapted sports and the Paralympic movement have both offered important impulses for incorporation. Activities developed by the Ministry of Sports, such as the “Second Half – Parasport”, for example, offer a way to meet the needs of children with disabilities through physical activities.
Although it differs somewhat in structure from traditional physical education classes that serve students without disabilities, its advantages and convenience appeal to many people with disabilities who are no longer isolated. In addition, the incorporation of unknown simplified Paralympics such as goalball, sitting volleyball and adapted bocce ball in physical education classes in schools provides students with a diversity of body movements and, thus, respect for different abilities (RODRIGUES, 2006).
5.4. Teachers’ reports on good practices
In practice, teachers report that even small adjustments in posture make huge differences. In a 2020 study by Silva e Silva, teachers at state schools said that when they introduced partnership activities and more flexible rules, the attitude of children with disabilities changed radically. They became much more willing to discuss problems with others in the class without any special hindrance, to show their work in an advantageous way, or to participate in debates.
Young people without disabilities gain a broader understanding of the value of all people due to knowledge through the above experiences. These cases further illustrate: even with the restrictions in place, if teaching is committed and creative, it can transform physical education into an inclusive arena for citizens.
6. Teacher training and public policies
The last thing is that the implementation of inclusion when it comes to physical barriers within schools should be taught in teacher training and publicly supported by policies. Without adequate pedagogical preparation or environmental support, it simply becomes an abstract normative principle that never really occurs in the school (BRASIL, 2012).
6.1. The importance of continuing education in inclusion
Teacher training is seen as the basis of inclusive practice. Even now, many physical education training courses are considered only as ‘optional’ subjects when it comes to special education. This generates gaps reflected in pedagogical practice (MELO; FERREIRA, 2016).
In the opinion of Rodrigues (2006), inclusion should be treated as a dynamic process, requiring constant reflection and updating on the part of the teacher. While teachers can practice lifelong learning in this regard, they are constantly learning about different methodologies, the specifics of each disability, and how to develop tailored pedagogical strategies.
6.2. Role of universities and undergraduate courses
In the consolidation of inclusive education, universities play an indispensable role. This is appreciated by Neira (2009), who argues that physical education degree courses need to adopt a critical approach, going beyond the simple teaching of motor techniques, and also emphasizing values such as citizenship and respect for diversity. In addition, supervised internships in inclusive contexts help undergraduates prepare for the challenges they will face in a real school with real students.
6.3. Government programmes and supporting legislation
The State is also a vital source of support for building inclusive education. The Federal Constitution of 1988, the LDB (Law No. 9394/1996), the National Policy on Special Education (2008) and the Brazilian Law of Inclusion (Law No. 13,146/2015) reinforce the right to attend a regular school for students with disabilities.
However, physical education programs such as “School Parasport” and inclusion initiatives of the Brazilian Paralympic Committee have so far expanded the range of adapted activities available and inspired schools to adopt a more democratic practice (BRASIL, 2012). But the impact of these efforts still depends on the adhesion of the education network and investment in infrastructure and teacher training.
7. The need for interdisciplinary support networks
Another vital aspect is collaboration between teachers, administrators, families, and support professionals. To function effectively on an interdisciplinary basis, inclusion needs a support network where sign language interpreters, caregivers, occupational therapists, psychologists, social workers, and educators can coexist and help each other.
There is still a long way to go before truly inclusive education takes root in Brazil. As Mantoan (2003) argues, inclusion can only emerge as a collective creation, in which the role of the individual teacher is subsumed by that of the school community as a whole.
From this perspective, Physical Education can be an intellectual discipline with a lot of content. It articulates life through discipline, movement practice and pedagogy with regard to health, citizenship and democratic coexistence.
8. Inclusion, citizenship and social transformation
School inclusion, especially within Physical Education, transcends the classrooms and can be a social practice and a force in the attempt to create a more just and democratic society. By affirming universal values of citizenship and human rights through the promotion of everyone’s participation, the discipline establishes the role of the school as an agent of social change.
8.1. Physical education as a promoter of human rights
Dealing directly with the body and movement, Physical Education is, in itself, a privileged space to experience human rights.
When practiced as physical activities, respect for differences, cooperation, and solidarity go beyond the pedagogical side, diving deep into the ethical roots of students. However, Kunz (2004) emphasizes that the discipline of Physical Education must assume a critical and emancipatory dimension, stimulating reflections on social inequalities and what human movement means.
8.2. Coexistence with diversity as a democratic value
Living with diversity is one of the pillars of democracy. Glat and Blanco (2007) point out that the inclusive school is a microcosm of society, where values such as respect, tolerance and empathy are learned. In Physical Education, this type of learning is achieved through cooperation experiences.
With cooperative games and adaptations of modalities, they present students with concrete opportunities to see diversity not as an impediment, but as a source of enrichment.
8.3. The contribution of physical education to an inclusive culture
By encouraging collective practices, Physical Education will help develop a barrier-free culture in schools.
For Rodrigues (2006), inclusion is nothing less than the transformation of attitudes, a transformation that can only come from real experiences living with differences. From this perspective, each inclusive class is an opportunity to break harmful attitudes and establish new ways of relating to common cause. Students who internalize this type of culture tend to take it to other sectors; Therefore, inclusion seems to extend beyond the school walls.
8.4. Future challenges and prospects
Finally, there is still a lot of ground to cover. Full inclusion in physical education requires teacher training, facilities available to all, public policies that continue to be applied, and the participation of communities, even when people without disabilities are involved (Alves, 2006).
In this environment of inclusion, one of the most elementary things to do is to prevent any setback that threatens what has been achieved. Consequently, future perspectives must be for a more plural, critical and human rights-oriented physical education. By adopting this attitude, physical education not only contributes to the overall development of students but also helps to establish a society that is genuinely inclusive.
9. Final considerations
Inclusion in a physical education class may be the last and even more hopeful experiment that contemporary education can do.
From the examples presented in this study and other similar ones, it can be seen that, because discipline is involved with the body, movement and coexistence, it can become an important place where respect, kindness, understanding and citizenship are fostered among the participants.
The problems with inclusion, as they arise, are few: attitudinal barriers, in general, the understanding of students with disabilities is deficient among most employees and students; lack of accessibility, although there is no wheelchair access at the moment; decentralized resources, so children with disabilities have access to computer systems with differentiated resources or needs coaches instead of providing schools with a “training budget” and allowing them to buy what suits their individual circumstances; Resistance from some professionals, many teachers are reluctant to participate in inclusive teaching.
It is, in fact, more important to bear in mind the inadequacies that all these statistical difficulties prove. The mere presence of students with disabilities or specific educational requirements in a school is not in itself sufficient to ensure inclusive practices.
It is a duty to ensure that they are active, participating and being respectfully treated at school, transforming it into a democratic learning institution. On the other hand, however, what has been proven is that there are paths to inclusive physical education and they can, in fact, be inspiring.
The adaptation of games and sports, the use of cooperative methodologies, formative assessment, student protagonism, family and community support are strategies that favor the creation of inclusive environments. In addition, successful experiences reveal that teaching creativity and pedagogical commitment can overcome structural deficiencies and open paths for participation.
The initial and continuous training of teachers in physical education, as well as the consistent implementation of public policies, are indispensable means to consolidate this process. Inclusive physical education should be seen as an opportunity for social transformation that can change the meaning of pedagogical practice and help establish a more just and equitable pedagogical culture in schools.
Ultimately, inclusion in physical education is not only a privilege conferred by law, but also a matter of moral and social obligation to build pluralistic societies.
With the classes of the discipline promoting coexistence and valuing diversity among students, the school and its role as an environment of integral formation, respect for human dignity and citizenship, would be increasingly reaffirmed.
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1Mestrando em Ciências da Educação (Christian Business School – EUA)
2Mestrando(a) em Ciências da Educação (Christian Business School – EUA)
3PhD in Biology from UFPE
E-mail: gusmao.diogenes@gmail.com
Coordinator of the Educational Sciences Course of Christian Business School