Pedagogical practices and inclusion in school physical education: A study in Elementary Education in a full-time school
DOI:
https://doi.org/10.33448/rsd-v15i3.50743Keywords:
Inclusive education, Physical Education, Teacher training, Pedagogical practices, Full-time education, Teaching & Learning.Abstract
Education classes in a public full-time elementary school. It is based on the understanding that school inclusion goes beyond This article aims to analyze how pedagogical practices developed in Physical Education classes in elementary school, within a full-time public school context, may favor or hinder the inclusion of students with disabilities. The study is based on the understanding that school inclusion is not limited to access or enrollment, but also involves effective participation, permanence, and meaningful learning. The research is grounded in theoretical references that discuss inclusive education, teacher training, and inclusive Physical Education, drawing on authors such as Mantoan, Greguol, Martins, and Darido, as well as Brazilian educational legislation. The study adopts a qualitative and descriptive approach, carried out through classroom observations and the application of semi-structured questionnaires to fifteen Physical Education teachers from basic education. The results show that although there is recognition of the importance of inclusion, challenges remain related to initial and continuing teacher education, the lack of adequate pedagogical resources, and attitudinal and structural barriers present in the school environment. At the same time, pedagogical initiatives were identified that seek to adapt activities, make rules more flexible, and promote greater student participation. It is concluded that the consolidation of inclusive practices in Physical Education depends on strengthening teacher education, institutional commitment, and the development of a school culture that values diversity as an educational principle.
References
APA. (2013). Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5). American Psychiatric Association (APA). Arlington: American Psychiatric Publishing.
Abreu, A. et al. (2016). Treinamento de pais e autismo: uma revisão de literatura. Ciências & Cognição. 21(1).
Barros, Á. A. T. S. et al. (2022). Dificuldades enfrentadas pelos pais no tratamento de crianças com transtorno do espectro autista. Research, Society and Development. 11(9), e11411931568-e11411931568.
Bereda, G. (2023). Features and Clinical Manifestations of Autism Spectrum Disorder. J. Biomedical Research and Clinical Reviews. 8(1).
Brasil. (2014). Diretrizes de atenção à reabilitação da Pessoa com Transtornos do Espectro do Autismo (TEA). (1ed). Editora do Ministério da Saúde.
Castellani Filho, L. (1989). Educação Física no Brasil: a história que não se conta. Editora Papirus.
Cavaliere, A. M. (2007). Tempo de escola e qualidade na educação pública. Educ. Soc., Campinas. 28(100 – Especial), 1015-35. http://www.cedes.unicamp.br. https://www.scielo.br/j/es/a/VMNgFmGk5vW4dyYZ7796WzH/?format=pdf&lang=pt.
Cavaliere, A. M. (2014). Escola Pública de Tempo Integral no Brasil: filantropia ou política de estado? Educação & Sociedade. 35(129):1205-1222
DOI: https://doi.org/10.1590/ES0101-73302014142967.
Darido, S. C. (2003). Educação Física na escola: questões e reflexões. Rio de Janeiro: Guanabara Koogan, 2003.
Farias, J. V. A. et al. (2023). Transtorno do Espectro Autista infantil e os desafios familiares: revisão integrativa de literatura. Diversitas Journal. 8(1).
Fakhoury, M. (2015). Autistic spectrum disorders: A review of clinical features, theories and diagnosis. International journal of developmental neuroscience. 43, 70-7.
Fenandes, J. M. B., Vieira, L. T. & Castelhano, M. V. C. (2023). Revisão narrativa enquanto metodologia científica significativa: reflexões técnico-formativas. REDES – Revista Educacional da Sucesso. 3(1), 1-7. ISSN: 2763-6704.
Ferreira, M. S. A. (2023). Estresse parental em familiares de crianças diagnosticadas com transtorno do espectro autista (TEA). Trabalho de Conclusão de Curso (Graduação em Psicologia) - Curso de Psicologia, Centro Universitário Christus
Gomes, R. S., Comper, C. O. S. & Perpétuo, C. L. (2017). O autismo infantil no período da infância. EDUCERE- revista da educação. 17(2), 263-72.
Lenker, K. P. et al. (2025). Autism Spectrum Disorder Phenotypes Based on Sleep Dimensions and Core Autism Symptoms. Journal of Autism and Developmental Disorders. 55(12):4412-24. doi: 10.1007/s10803-025-06822-y.
Lima, A. P., Pessoa, C. C. & Silva, M. P. (2022). A Família da Criança com o Transtorno Espectro Autista (TEA). Id on Line Rev. Psic. 16(60), 15-27. - Multidisciplinar. ISSN 1981-1179 Edição eletrônica em http://idonline.emnuvens.com.br/id. DOI: 10.14295/idonline.v16i60.3421.
Loureto, G. D. L. & Moreno, S. I. R. (2016). As relações fraternas no contexto do autismo: um estudo descritivo. Revista Psicopedagogia. 33(102), 307-18.
Mantoan. M. T. E. (2003). Inclusão escolar: o que é? por quê? como fazer? São Paulo: Moderna, 2003.
Nóvoa, A. (2009). Professores: imagens do futuro presente. Lisboa: Educa, 2009.
Ni’Matuzahroh, S. M. W. et al. (2021). The Association between Parenting Stress, Positive Reappraisal Coping, and Quality of Life in Parents with Autism Spectrum Disorder (ASD) Children: A Systematic Review. Healthcare (Basel, Switzerland), 10 (1), 52.
Pereira, A. S. et al. (2018). Metodologia da pesquisa científica. [Free ebook]. Santa Maria. Editora da UFSM.
Pimenta, P. R. (2019). Clínica e escolarização dos alunos com transtorno do espectro autista (TEA). Educação & Realidade. 44, e84859.
Rezq, K., Albalawi, H. M. H. & Alharbi, H. F. (2025). Exploring Social Support and Quality of Life Among Mothers of Children with Autism Spectrum Disorders: A Cross-Sectional Study. In: Healthcare. MDPI, 2025. p. 95.
Risemberg, R. I. C. et al. (2026). A importância da metodologia científica no desenvolvimento de artigos científicos. E-Acadêmica, 7(1), e0171675. https://eacademica.org/eacademica/article/view/675.
Rodrigues, M. S. (2022). Relação entre o estresse, fatores de personalidade e apoio social: um estudo comparativo entre pais de crianças e jovens com transtorno do espectroautista. 197 f.: il. (Monografia) Pós-Graduação em Psicologia da Saúde, Vitória da Conquista. Universidade Federal da Bahia, Instituto Multidisciplinar em Saúde.
Santos, A. A. D. et al. (2020). O olhar da família e da escola para a criança com Transtorno do Espectro Autista-TEA. Revista Liberum Accessum. 2(2), 1-15.
Santos, J. S. L. C., Santos, B. C. & Bispo, A. J. B. (2025). Aspectos clínicos e epidemiológicos do transtorno do espectro autista em crianças: um panorama mundial. Revista JRG de Estudos Acadêmicos. 8(19), e082076-e082076.
Sartor, T. et al. (203). Coping resources and stress due to demands in parents to children with autism spectrum disorder. Frontiers in Rehabilitation Sciences. 4, 1240977.
Schmidt, C. (2017). Transtorno do Espectro autista: onde estamos e para onde vamos. Psicologia em Estudo. 22(2), 221-30.
Silva, G. B. et al. (2023). Transtorno do Espectro Autista: indivíduos e sua família. Diaphora. 12(1), 24-9.
Tardif, M. (2011). Saberes docentes e formação profissional. (12ed). Editora Vozes.
Tinoco, V. C. et al. (2022). Estresse em mães com filhos diagnosticados com Autismo. Revista Psicologia e Saúde. 14(4), 35-42.
Vernhet, C. et al. (2019). Coping strategies of parents of children with autism spectrum disorder: A systematic review. European child & adolescent psychiatry. 28(6), 747-58.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Vanessa Chambella Lopes; Camilla Viana de Souza Andrade
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
