Suchergebnisse

Atualmente, nas escolas, são encontrados alunos com diversos comportamentos, inclusive, com deficiência e transtornos, entre os quais se enquadra o Transtorno Opositor Desafiador. Sendo assim, o presente artigo tem por objetivo identificar quais os desafios e práticas inclusivas ao aluno com Transtorno Opositor Desafiador na Educação Física Escolar, de forma com que se possa elucidar informações sobre esse transtorno e fomentar ações inclusivas, que propiciem a aprendizagem deste aluno e os demais colegas de sala. Foi realizado um estudo de revisão integrativa com artigos e trabalhos publicados de 2010 a 2020, nas bases de dados: Lilacs, SciELO, Dialnet e Pubmed. Foram encontrados 349 artigos, sendo utilizados, entre os critérios de inclusão e exclusão, apenas quatro artigos. Muitos são os desafios encontrados para que ocorram as práticas inclusivas, destacando-se a importância do trabalho conjunto dos pais e da equipe pedagógica. Como estratégias relacionadas às aulas de Educação Física é importante que a ação docente seja realizada, de forma lúdica, e com a criação de um vínculo de confiança e afetividade, além da realização de jogos e atividades em grupo, estabelecimento de rotinas, de regras, apresentação de consequências claras e utilização de recompensas positivas. Por fim, em relação à elaboração dos planos de aula voltados a uma prática inclusiva, é essencial que estes contemplem todos os alunos.
Palavras-chave: Transtorno Comportamental. Inclusão. Escola.
AbstractToday in our schools we find students with different behaviors, including those with disabilities and disorders, among which Oppositional Defiant Disorder is included. Therefore, this article aims to identify the challenges and inclusive practices for students with Oppositional Defiant Disorder in School Physical Education so that information about this disorder can be elucidated and promote inclusive actions that promote the learning of this student and classmates. An integrative review study was conducted with articles and studies published from 2010 to 2020 in Lilacs, SciELO, Dialnet and Pubmed databases. A total of 349 articles were found, being used, among the inclusion and exclusion criteria, only four articles. There are many challenges for inclusive practices to take place, highlighting the importance of the joint work of parents and the pedagogical team. As strategies related to Physical Education classes, it is important that the teaching action is performed in a playful way and with the creation of a bond of trust and affection, in addition to playing games and group activities, establishing routines, rules, presenting consequences and use of positive rewards. Finally, regarding the elaboration of lesson plans aimed at an inclusive practice, it is essential that this includes all students, whether or not they have a disability.
Keywords: Behavioral Disorder. Inclusion. School.

Dentre as diversas formas de organização das formações continuadas, a formação in loco se apresenta como uma opção a ser desempenhada no campo de atuação do professor, local onde o fazer pedagógico acontece. Assim, o objetivo desta pesquisa é analisar a percepção de professores e coordenadores pedagógicos acerca da formação continuada in loco na Educação Física escolar. O presente estudo piloto, de natureza descritiva e abordagem quanti-qualitativa, teve como objeto a formação in loco intitulada "Práticas corporais e suas formas de progressão na Educação Física escolar", realizada em onze escolas públicas municipais de Campo Grande/MS, no período de julho a dezembro de 2022. Ao término do processo de formação os participantes preencheram um formulário online sobre a percepção que tiveram das ações desenvolvidas. A maioria aludiu que a formação superou as expectativas (71,9%) e todos (100,0%) se sentiram satisfeitos em relação aos conhecimentos abordados, devido à possibilidade de colaboração nas atividades práticas realizadas e à utilização dos recursos/materiais durante a sua aplicação, condizentes com a realidade escolar. Portanto, para os professores e coordenadores que participaram deste estudo piloto, a formação continuada in loco foi percebida como uma estratégia eficaz na formação pedagógica na área da Educação Física escolar.
Palavras-chave: Formação de Professores. Formação Continuada. Educação Física.
AbstractAmong the several ways of organizing continuing education, in loco training is presented as an option to be performed in the teacher's field of action, the place where the pedagogical work happens. Thus, the objective of this research is to analyze the perception of teachers and pedagogical coordinators about in loco continuing education in school Physical Education. The present pilot study, of descriptive nature and quanti-qualitative approach, had as object the on-site training entitled "Body practices and their forms of progression in school Physical Education", held in eleven municipal public schools in Campo Grande/MS, from July to December 2022. At the end of the training process, the participants filled out an online form about their perception of the actions developed. Most alluded that the training exceeded their expectations (71.9%) and all (100.0%) felt satisfied with the knowledge covered, due to the possibility of collaborating in the practical activities carried out and the use of resources/materials during its application, consistent with the school reality. Therefore, for the teachers and coordinators who participated in this pilot study, the on-site continuing education was perceived as an effective strategy for pedagogical training in the area of school Physical Education.
Keywords: Teacher's Training. Continuing Training. Physical Education.

Os jogos cooperativos são atividades que servem para unir as pessoas, compartilhar com o outro e têm a intenção de despertar a coragem nos participantes e promover um sentimento de prazer. No contexto da Educação Física Escolar, os jogos cooperativos se mostram como uma ferramenta capaz de promover a aprendizagem das habilidades motoras e incitar a prática de atividades físicas. Nesse sentido, o objetivo desta pesquisa é discutir sobre as relações e importância dos jogos cooperativos na Educação Física Escolar. Foi realizada uma pesquisa bibliográfica, exploratória e documental. Percebe-se que os jogos competitivos sempre se fazem presentes no contexto escolar, muitas vezes, sendo criticado pelo fato de estimularem a exclusão e a individualidade, não sendo uma estratégia totalmente adequada em promover o conhecimento e a participação de todos. Em contrapartida, os jogos cooperativos se mostram como uma ferramenta pedagógica positiva para incluir os alunos e auxiliam no processo de ensino e aprendizagem, melhorando a convivência social entre os mesmos. É possível concluir que os jogos cooperativos podem e devem fazer parte da rotina escolar, não somente da Educação Física em si, já que seus objetivos são pautados a atingirem a comunidade escolar como um todo, principalmente, o corpo discente. No contexto da Educação Física, os jogos cooperativos podem auxiliar no processo de aprendizagem das habilidades motoras desde os primeiros contatos da criança com a escola, visto que, de maneira lúdica e prazerosa, o aluno se envolve e se desenvolve, sendo uma excelente estratégia de prática pedagógica. Palavras-chave: Jogos. Cooperação. Educação Física Escolar. Abstract Cooperative games are activities that serve to unite people, share with each other and intend to arouse the participants' courage and promote a sense of pleasure. In the context of Physical School Education, cooperative games are shown as a tool capable of promoting the learning of motor skills and encouraging the practice of physical activities. Thus, the objective of this research is to discuss the relationships and importance of cooperative games in School Physical Education. A bibliographic, exploratory and documentary research was carried out. Competitive games are always present in the school context, often criticized for stimulating exclusion and individuality, and it is not a fully adequate strategy to promote knowledge and participation of all. On the other hand, the cooperative games are shown as a positive pedagogical tool to include the students and help in the teaching-learning process, improving the social coexistence between them. It is possible to conclude that cooperative games can and should be part of the school routine, not only Physical Education itself, since its objectives are aimed at reaching the school community as a whole, especially the student's body. In the context of Physical Education, cooperative games can help in the process of learning motor skills from the first contacts of the child with the school, since in a playful and enjoyable way, the student engages and grows, being an excellent pedagogical practice strategy. Keywords: Games. Cooperation. School Physical Education.

Down syndrome, or chromosome 21 trisomy, is a genetic change that occurs at the time of conception of a child. People with Down syndrome have intellectual disabilities, this fact contributes to social exclusion, isolation and impairment in their development, since there is much social prejudice regarding this syndrome. Considering the need to include children with Down Syndrome In schools this research aimed to promote a reflection on the process of inclusion of these people in Brazilian schools through the assistive technologies used. This research is an integrative literature review where the search took place in databases of greater relevance to the subject. The exact descriptors of medical subject titles were used in English using "Mainstreaming (Education)", "Down Syndrome" and "Schools" and in Portuguese the exact descriptors in the health sciences "Educational Inclusion", "Down Syndrome" and Schools". The results showed that the insertion of the child is only physical and only due to the obligation promoted by the current national legislation. Social inclusion does not occur in such a way as to integrate students, teachers and technicians, and teachers are unprepared to drive inclusion due to limitations in their education, lack of incentive to qualification, school infrastructure and large numbers of students in the classroom. In accordance with this reality, this paper aims to promote a reflection on the inclusion of students with Down syndrome in Brazilian schools, through the discussion and development of appropriate assistive technologies for this process to occur effectively.

This article is about the Statute of the Indian from the educational point of view of equality. It aims to approach one of the branches of social rights, regarding education. This education is protected by the 1988 Constitution of the Federative Republic of Brazil and must be provided on an equal basis for students of basic education and indigenous academics. It is a fact that traditional populations, from basic education, receive an education in a different way, because of their language, customs. Based on this premise, the research sought to answer why offer differentiated treatment in basic education (primary and secondary) and not give the necessary support in higher education? In this context, we sought to get to know the reality of the indigenous peoples in terms of education, from the first steps until they entered the University. In addition, factors were pointed out that make it difficult for these scholars to remain in universities and the possible ways to attenuate the existing discrepancies in education and opportunity between indigenous and non-indigenous people. The methodology applied was the bibliographic review, with the use of books, legislation (especially the Statute of the Indian) and articles hosted in online journals. The results showed that despite the advances, there is still a long way to go to achieve an ideal education.