Implementación de las políticas de inclusión en la clase de Educación Física en Chile:

Belen Fierro; Sebastián Lavín; Martín Aspillaga

doi:10.46642/efd.v30i330.8463

Belen Fierro Pontificia Universidad Católica de Chile (UC) https://orcid.org/0000-0002-7690-3359
Sebastián Lavín Pontificia Universidad Católica de Chile (UC) https://orcid.org/0009-0006-9050-6997
Martín Aspillaga Pontificia Universidad Católica de Chile (UC) https://orcid.org/0009-0009-8995-0080

DOI: https://doi.org/10.46642/efd.v30i330.8463

Resumo

A implementação das atuais regulamentações nacionais no Chile, especificamente o Decreto 83, promove a educação inclusiva nas escolas do país e abrange todas as disciplinas do currículo nacional. No entanto, sua aplicação prática nas aulas de Educação Física tem sido pouco estudada. Esta pesquisa qualitativa teve como objetivo explorar as percepções de 12 professores de Educação Física sobre a implementação prática das diretrizes nacionais que promovem a educação inclusiva nas escolas do país. Por meio de entrevistas semiestruturadas em três escolas chilenas, foram analisadas as principais percepções e experiências sobre os pontos fortes, fracos e oportunidades apresentados na prática pela implementação das atuais regulamentações. Os resultados revelam que os professores de Educação Física estão familiarizados com as diretrizes curriculares e com a possibilidade de flexibilizar as estratégias de ensino, mas que existem desafios sistêmicos significativos. Entre esses fatores, as atitudes em relação à diversidade de alunos e a urgência em fortalecer a formação inicial de professores e a formação contínua específica em Educação Física para a inclusão são fatores que dificultam significativamente a aplicação prática da norma. Por fim, a implementação das regulamentações nacionais é um processo multifatorial que requer apoio contextualizado e mudanças culturais específicas da disciplina para alcançar uma inclusão educacional genuína.

Palavras-chave: Desenho universal para a aprendizagem, Adaptações curriculares, Políticas públicas, Inclusão educacional

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