Concepções pedagógicas inclusivas: recursos interativos para alunos com TEA na educação física, no ensino fundamental

Abstract

The daily routine of basic education teachers in promoting inclusion is fundamental to educational quality, especially given the rising number of students with disabilities. This is evidenced by the significant presence of children with Autism Spectrum Disorder (ASD) in the school environment. Given this scenario, Physical Education stands out as a privileged space for inclusive practices. In this sense, the following problem emerges: to what extent can the use of specific Physical Education didactic products contribute to the improvement of the inclusion process for children with ASD? The general objective of this research is to analyze the use of adapted Physical Education didactic products aimed at the ASD population. Furthermore, it seeks to examine pedagogical conceptions based on fieldwork. Toward the construction of a more inclusive school Physical Education, this study proposes to create and utilize specific pedagogical products for students with ASD in elementary school Physical Education classes, aiming to understand how this process can be improved. It also intends to analyze possible changes in the teaching and learning process to promote concrete advances in the inclusion of these students. To this end, the following specific objectives were established: a) to identify pedagogical strategies that favor the implementation and consolidation of content with children with ASD in Physical Education classes; b) to analyze the feasibility of using specific didactic products for this audience by teachers. The research is qualitative and experimental in nature, with data recorded in field diaries. Participants include two female students with ASD, aged 6 and 8, in the 2nd grade of a public school in Fortaleza, CE. The intervention took place between December 2025 and February 2026, during one weekly Physical Education class. Data collection was based on participant observation and field diaries. The records are organized into three moments: initial interaction; conceptual approach with adapted resources; and practical activities on the court.