THE FORMATION OF THE PHYSICAL EDUCATION TEACHER: EDUCATIONAL INCLUSION THROUGH ADAPTED PHYSICAL ACTIVITY

Abstract

In line with advances in the field of adapted physical activity and teaching work under the inclusion paradigm, this study aimed to: Analyze the training of Physical Education teachers on educational inclusion through Adapted Physical Activity. For which, in its methodology, a conceptual theoretical review of the basic aspects and its benefits at the level of development of Elementary and High School students was carried out, with hermeneutic studies, used as techniques for the review and analysis of bibliographic sources, descriptive and qualitative . The following question was presented in this study: What are the most significant challenges that the Physical Education teacher faces in relation to the implementation of Adapted Physical Activity in an inclusive educational environment? The research was based on the need to understand the reality of people with disabilities and consider Physical Education as an essential field for promoting inclusion. The study highlighted that the inclusion of students with disabilities in Physical Education shares the same ideological and pedagogical principles of inclusive education. It was recognized that Physical Education should have a broader purpose, involving the physical, cognitive, emotional and affective development of students, aiming to improve health throughout life. In this sense, equality of opportunity is fundamental, and the deprivation of benefits for students with different characteristics or abilities would be considered unfair. It is understood that, through continuing education, teachers can develop pedagogical strategies that favor different disabilities and learn to adapt physical activities according to individual abilities. The result of the study pointed out that the work of continuing education developed in the school environment is essential due to the importance of training teachers capable of promoting equal opportunities and benefits for all students, regardless of their individual characteristics.