O Professor de Educação Física e o processo de construção da identidade docente: uma análise na perspectiva da inclusão

Abstract

The aim of this study was to analyze the process of building a teaching identity from the perspective of inclusion for Physical Education teachers in the Rio Grande Municipal Network (RS). It was characterized as a descriptive, qualitative study. The study sample included 18 Physical Education teachers. A questionnaire was administered on identification data and academic training from the perspective of inclusion. Subsequently, the Focus Group technique was used with the following themes: the process of building a teacher's identity from the perspective of inclusion and the teachers' perception of their role in the inclusive process. Textual Discourse Analysis was used to analyze the data. The categories of analysis constructed were: the Physical Education teacher and the teaching identity from the perspective of inclusion and the Physical Education teacher and the perception of their role in the inclusive process. The results show that elements such as personal and professional experiences, training at all levels and social aspects are important in feeling and being a teacher. These aspects are linked to the issue of inclusion by exposure to the high demand for inclusive students in schools. The study's findings also show that teachers play a leading role in building inclusive education. In addition, it is emphasized that teachers need to be reflective about their pedagogical practice, adapting their practices and creating aggregating and egalitarian spaces in the classroom. Finally, we believe that the development of the study has made teachers rethink their educational practices, the spaces they are occupying and their attributions inherent to teaching in the context of inclusion.