BOARD GAMES IN PHYSICAL EDUCATION CLASSES: BUILDING ADAPTATIONS FOR SCHOOL INCLUSION OF STUDENTS WITH DISABILITIES

Abstract

Studies carried out within the scope of school inclusion physical education classes, point to school inclusion associated with the construction of a sense of belonging to the group by students with disabilities. In this sense, inclusion requires more than a simple physical presence in the classroom, but acceptance and involvement with the school community as a whole. In physical education (PE) classes, teachers report difficulties in promoting the participation of students with disabilities, in different contents. This work reports the experience of a pedagogical action carried out with students from a public school in Florianópolis, presenting the adaptation of table and board games for the participation of people with disabilities. Participated in this action 135 elementary school students (7th, 8th and 9th grade classes) during 18 PE classes. The pedagogical action was structured in four stages 1) problematization; 2) research; 3) planning and application; 4) socialization of games. At the end, six games were adapted for people with visual, hearing, physical and intellectual disabilities, who were later socialized with the whole school. With simple materials, creativity and commitment it was possible to show how adaptation, when approaching board games, contributes to make PE classes more inclusive and accessible to everyone.

Received on: 04/23/2020

Reformulated on: 06/03/2020

Accepted: 06/04/2020