CHALLENGES OF INCLUSION IN SCHOOL PHYSICAL EDUCATION: THE REALITY IN A SCHOOL

Abstract

School inclusion has become one of the main challenges in contemporary education, particularly in Physical Education classes, where interaction, movement, and shared spaces play a central role in children’s development. This article examines the difficulties faced by a municipal public school in Santo André, São Paulo, in including students diagnosed with Autism Spectrum Disorder (ASD) and Oppositional Defiant Disorder (ODD). The study adopts a qualitative and descriptive approach, based on the observation of teachers’ practices and the analysis of legal documents that support the right to inclusive education. The findings reveal a lack of specialized professionals, an overload of classroom teachers, and safety concerns related to open school environments. In such contexts, episodes of elopement, aggressive behavior, and socialization difficulties are frequent. The study concludes that, despite significant legal advances, there remains a considerable gap between inclusive education policies and their effective implementation in public schools. Urgent public policies are needed to ensure adequate support and safety for all members of the school community.