PEDAGOGICAL PRACTICE IN INCLUSIVE SCHOOL PHYSICAL EDUCATION: A CRITICAL ANALYSIS OF EVIDENCE AND CHALLENGES IN THE EDUCATIONAL CONTEXT

Abstract

School Physical Education, within the context of Special and Inclusive Education, aims to analyze how pedagogical practices can promote the participation and integral development of students with diverse educational needs. This study adopts a qualitative approach, conducted through a bibliographic review based on authors who discuss inclusion, adapted practices, and teacher education. The methodology consisted of analyzing scientific productions that address inclusive strategies in the school environment, especially in Physical Education classes. The results indicate that the adoption of adapted methodologies, such as cooperative games, rule flexibility, and the use of accessible resources, significantly contributes to students’ active participation, fostering social interaction, respect for diversity, and the development of motor and cognitive skills. Furthermore, the findings highlight that teachers’ attitudes and continuous professional development are key factors for the effective implementation of inclusion. It is concluded that School Physical Education, when guided by inclusive principles, becomes an important tool for promoting equity and valuing diversity, being essential for building a more accessible and democratic educational environment.