Adapted Physical Education in Brazilian Public Schools: A Systematic Review Towards Pupils with Special Educational Needs
DOI:
https://doi.org/10.21664/2238-8869.2023v12i2.p180-190Palavras-chave:
inclusion, adapted physical education, public schoolResumo
Adapted Physical Education (APE) in Brazilian public schools: a systematic review towards children with Special Educational Needs. The main purpose of this review was to verify empirical studies on adapted physical education for all students with special educational needs (SEN) in Brazilian public schools over the past 15 years, hence proposing future research guidelines. A systematic procedure for searching the literature was used to, which covered a total of 28 research-based papers from computerized Scopus database. Mixed methods inquiries were employed in the reviewed studies. The publication descriptor data were quantitatively examined via VOSviewer software (van Eck & Waltman, 2010), while applying the content perspective on the descriptive data to assist the trustworthiness and credibility of the analysis. Results demonstrated that except for Haegele et al (2017)/Meletti & Ribeiro (2104) among the studies, deficiencies exist in past literature relative to the adapted physical education in Brazilian public schools. In practical terms this highlights that the voice of children with special educational needs have not been heard yet in the official literature. Future research might need to consider, despite the mostly favorable consensus about inclusion subject, teachers’ feelings, their supports, and resources to effectively conceive adapted physical education programs.
Referências
Brasil, Presidência da República (1961). LEI Nº 4.024, DE 20 DE DEZEMBRO DE 1961 - Publicação Original. https://www2.camara.leg.br/legin/fed/lei/1960-1969/lei-4024-20-dezembro-1961-353722-publicacaooriginal-1-pl.html acessado em 06/04/2023.
Brasil, Presidência da República (1971). LEI Nº 4.024, DE 20 DE DEZEMBRO DE 1971 - Publicação Original. https://www2.camara.leg.br/legin/fed/lei/1970-1979/lei-5692-11-agosto-1971-357752-publicacaooriginal-1-pl.html acessado em 06/04/2023
Brasil, Ministério da Educação (MEC). (2008). Inclusão: Revista da educação especial. 4(1):1-67.
Brasil. PARECER CNE/CES No 215 DE 11 DE MARÇO DE 1987. Brasília, DF, 1987b. Disponível em: https://www.confef.org.br/confef/legislacao/10
Brasil, Presidência da República. (1988). Constituição Federal da República.
Brasil, Ministério da Educação. (2006). Saberes e Práticas da Educação.
Bueno JGS 1999. Diversidade, deficiência e educação. Revista Espaço 12:3-12.
Carvalho R E 2004. Educação inclusiva: com os pingos nos “is”. 2ª Ed. Porto Alegre. Mediação.
Creswell J W 2009. Research Design – Qualitative, Quantitative, ad mixed Methods Approaches. 3a Ed. Sage, London.
Colorado State Department Of Education 1989. Adapted physical education, occupational therapy, and physical therapy in the public school: Procedures and Recommended guidelines. Procedures manual. Denver.
Cunha R F P, Gomes A L L 2017. Concepções de professores de educação física sobre inclusão escolar. Práxis Educativa, 12(2): 414–429.
Doulkeridou A, Evaggelinou C, Mouratidou K, Koidou E, Panagiotou A, Kudlacek M 2011. Attitudes of greek physical education teachers towards inclusion of students with disabilities in physical education classes. International Journal of Special Education 26(1): 1 – 11.
Dwyer G M, Baur LA, Hardy L L 2009. The challenge of understanding and assessing physical activity in preschool-age children: Thinking beyond the framework of intensity, duration and frequency of activity. J. Sci. Med. Sport. 12:534–536.
Freire S 2008. Um olhar sobre a inclusão. Revista da Educação. 16(1):5-20.
Folsom-Meek S L, Nearing R J, Krampf H 1995. Relationships between preservice physical education teacher attributes and attitude toward students with mild disabilities. Annual Meeting of the American Alliance for Health, Physical Education, Recreation and Dance. Anais.Portland 1-37. Disponível em: https://eric.ed.gov/?id=ED385540.
Gonçalves V O, Leite S T, Duarte E. A 2020. Educação física adaptada no currículo de formação profissional em educação física. Itinerarius Reflectionis. Revista Eletrônica de Graduação e Pós-Graduação em Educação 16(3): 1–15. Disponível em: https://revistas.ufg.br/rir/article/view/58110
Haegele J A 2019. Inclusion Illusion: Questioning the Inclusiveness of Integrated Physical Education. Quest. 71(4):387-397.
Haegele J A, Sutherland S 2015. Perspectives of students with disabilities toward Physical Education: a Qualitative Inquiry Review. Quest. 67(3):255 – 273.
Haegele, J.A et al. (2017). Students with disabilities in Brazil, Japan, South Korea, and the United States: Implications for inclusion and social justice in physical education. In book: Inclusive Physical Activities: International Perspectives (pp.287-308) Chapter: 14 Ed Information Age.
Kassar MCM 2016. The school as a place for diversity and human development. Educação e Sociedade. 37(137):1223-1240.
Meletti S M F, Ribeiro K 2014. Indicadores educacionais sobre a educação especial no Brasil. Cad. Cedes. 34(93):175-189.
Mousouli M, Kokaridas D, Angelopoulou-Sakadami N, Aristotelous M 2009. Knowledge of and attitudes towards children with special needs by physical education students. International Journal of Special Education 24(3): 85–89.
Muller R M 1970. Adaptive Physical Education. Cornwells Heights Disponível em: https://eric.ed.gov/?id=ED051216.
National Clearinghouse for Professions In Special Education. Adapted physical education teacher. Careers in special education and related services. Reston. 1991. Disponível em: https://eric.ed.gov/?id=ED420980
Nolan J, Duncan C, Hatton V 2000. Comparison of pre-service physical educators’ attitudes toward individuals with disabilities before and after adapted physical course work. National Conference of the Association of Teacher Educators. Orlando. Disponível em: https://eric.ed.gov/?id=ED467480
Pedersen S J, Cooley P D, Hernandez K 2014. Are Australian pre-service physical education teachers prepared to teach inclusive physical education? Australian Journal of Teacher Education 39(8): 51–62. Disponível em: https://search.informit.org/doi/abs/10.3316/informit.479305736280544
Piletic C K, Davis R 2010. A Profile of the introduction to adapted physical education course within undergraduate physical education teacher education programs. International Council for Health, Physical Education, Recreation, Sport, and Dance 5(2): 26–32. Disponível em: https://eric.ed.gov/?id=EJ913329
Pittsburg Public School. Adapted physical education program. 1968 report. Pittsburg. 1968. Disponível em: https://files.eric.ed.gov/fulltext/ED026781.pdf
Rizzo T L, Kirkendall D R 1995. Teaching students with mild disabilities: what affects attitudes of future physical educators? Adapted Physical Activity Quarterly 12(3): 205–216. Disponível em: https://journals.humankinetics.com/view/journals/apaq/12/3/article-p205.xml
Ribeiro S M, Araújo P F 2004. A formação acadêmica refletindo na expansão do desporto adaptado: uma abordagem brasileira. Rev. Bras. Cienc. Esporte, Campinas 25(3): 57–69. Disponível em: http://rbce.cbce.org.br/index.php/RBCE/article/viewFile/238/240
Stainback S B, Stainback W. C. 1996. Inclusion: a guide for educators. P.H. Brookes Publishing Company.
Tavares L M F L, Santos L M M, Freitas M N C. 2016. A educação inclusiva: um estudo sobre a formação docente. Revista Brasileira de Educação Especial 22(4): 527–542. Disponível em: http://dx.doi.org/10.1590/S1413-65382216000400005
Unesco. (1994). Declaração de Salamanca sobre princípios, políticas e práticas na área das necessidades educativas especiais. Conferência Mundial de Educação Especial.
Winnick J P 2004: Educação Física e Esportes Adaptados. Manole.
van Eck NJ, Waltman L 2010. Software survey: VOSviewer, a computer program for bibliometric mapping. Scientometrics 84(2):523-538. doi: 10.1007/s11192-009-0146-3. Epub 2009 Dec 31. PMID: 20585380; PMCID: PMC2883932.
VODOLA, T. M. Developmental and adapted physical education: a competency-based teacher training manual. Oakhurst. 1975. Disponível em: https://eric.ed.gov/?id=ED143165
Downloads
Publicado
Como Citar
Edição
Seção
Licença
Esta revista oferece acesso livre imediato ao seu conteúdo, seguindo o princípio de que disponibilizar gratuitamente o conhecimento científico ao público proporciona maior democratização mundial do conhecimento.
A partir da publicação realizada na revista os autores possuem copyright e direitos de publicação de seus artigos sem restrições.
A Revista Fronteiras: Journal of Social, Technological and Environmental Science segue os preceitos legais da licença Creative Commons - Atribuição-NãoComercial 4.0 Internacional. 
