Educação física inclusiva no contexto escolar rural: práticas e desafios nas escolas do campo de uma Superintendência Regional de Minas Gerais

Abstract

Inclusive physical education in rural schools faces specific challenges due to limited resources, infrastructure, and teacher training, but it remains a fundamental component of the curriculum for promoting inclusion and the comprehensive development of students. From this perspective, this research presents the following guiding questions: How did the process of including students with physical, mental, intellectual, or sensory disabilities occur in practical Physical Education classes in rural schools belonging to a Regional Superintendency in Minas Gerais? Secondarily, what methodological strategies were developed by teachers for student inclusion? The main objective of this study was to analyze the methodological and practical strategies adopted by Physical Education teachers in the inclusion of students with physical, mental, intellectual, or sensory disabilities in rural schools linked to the Regional Superintendency of Education of Muriaé, in the Zona da Mata region of Minas Gerais. Specifically, we sought to: a) identify the professional profile and experiences of teachers; b) analyze the methodological strategies used in inclusive classrooms; and c) understand teachers' perceptions of the acceptance and participation of students with disabilities in the school context. This qualitative research used observation, questionnaires, and interviews as data collection instruments, addressing aspects related to pedagogical practice, accessibility, and teachers' perceptions of the inclusion process. The data were treated through content analysis, according to Bardin (2011), allowing the identification of categories and subcategories related to teacher training, inclusive practices, and institutional challenges faced in rural schools. The results showed that the inclusion of students with disabilities still faces structural obstacles, such as a lack of adapted resources, inadequate physical spaces, and a lack of specialized technical support. Despite this, the effort and commitment of teachers to develop creative and adaptive strategies, based on dialogue with the local reality and the appreciation of each student's potential, was evident. It was also observed that teacher training in inclusion, although insufficient in the context of initial training, has been consolidated through the exchange of experiences and the autonomous search for knowledge, reinforcing the relevance of continuing education. As an educational product, an e-book was developed aimed at socializing the pedagogical practices observed and the continuing education of teachers, with a view to strengthening professional identity and fostering inclusive practices contextualized to the rural environment. It is concluded that the effectiveness of inclusive Physical Education in rural schools depends on the articulation between public policies, adequate infrastructure, and critical and reflective teacher training. The research reaffirms Physical Education as a privileged space for valuing difference, confronting inequalities, and producing free, critical, and supportive subjectivities.