Formative trajectories of the Physical Education-PIBID ex-scholarships from Feevale University on inclusive practices and the perception of the supervisory former professor

Abstract

This study seeks to examine the formative trajectories of the Institutional Scholarship Program for Beginner Teachers (PIBID) alumni at the Universidade Feevale of the Physical Education subproject on inclusive practices and analyze the perception of the ex-supervisor teacher. From this, the theoretical foundation is structured through the historical contextualization of special education in Brazil. Thus, the ethnography of the social trajectory was used as a research method, with a qualitative approach, through data collection from non-directive interviews carried out with three ex-scholarship holders and one ex-supervisor. Analyzing the data, in the first category – construction and execution of inclusive practices – it was concluded that, in sports and in adapted activities, students needed to include their colleagues in different disabilities, exercise citizenship and alterity. However, the limitations of the PIBID project were linked to the centrality of inclusive practices only in Physical Education classes. In fact, in the second category – furthermore to the inclusive practices of the PIBID project and its contributions – it was evident that these inclusive practices made the study subjects more aware of human diversity and more prepared to work with social inclusion in different school and non-school contexts.