Theoretical perspective regarding the thematic inclusion at the class of Physical Education

Abstract

This study aimed to raise and analyze the scientific production on the inclusion of students in Physical Education classes (PE). It was used as a methodology to study the literature research, permeated by thoughts on inclusion. The sources of information were the national periodicals, in the last eight years from 2010 to 2017. The results refer to 13 articles, described in 03 categories: Evaluation and Teaching/Learning, Teacher Training and Inclusive Physical Education. The articles analyzed and discussed pointed out that the evaluation tool becomes a support to accompany learning, Being possible to extend the possibilities of promoting changes in teaching, it is up to the professor of PE, analyze and propose continuously to adapt the procedures of their pedagogical praxis to effect a truly inclusive class, inclusion in the PE, is a discipline that enables positive experiences for students and teachers who interact in a better environment. Finally, the research considered that the discussion about the practice of an inclusive education, but still much discussed in the theoretical perspectives and assured by regent laws, but it is a process that is and is necessary to be in constant process of reformulation.