INCLUSION AND PHYSICAL EDUCATION IN RIO GRANDE CITY: REFLECTIONS ABOUT PERCEPTIONS OF STUDENTS WITH DISABILITIES
DOI:
https://doi.org/10.22456/1982-8918.57126Keywords:
Educational inclusion. Disabled persons. Physical education. Qualitative research.Abstract
This article aims to identify perceptions of students with disabilities about their process of inclusion in Physical Education classes in public schools of the city ofRio Grande. Participants included three students from the final years, who were followed by monitors. Three observations recorded in a field diary and a semi-structured interview were performed for each of the respondents. Three categories were created: inclusion/exclusion mechanisms; monitoring procedures; and normalization of the abnormal, which were analyzed based on Foucault's studies, specially concepts of norm, normation and normalization. This research looks into how inclusion processes are established as imperatives and lead teachers to work as normatizers and normalizers of students with disabilities, who perceive the process as positive.
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