As contribuições das aulas de educação física para o desenvolvimento dos alunos da APAE de Miranorte do Tocantins

Abstract

The general objective of this study is to highlight the contributions of physical education classes to the development of students at APAE in Miranorte, Tocantins. The general objective was to analyze the contribution of physical education classes to inclusive education for people with disabilities at APAE in the city of Miranorte, Tocantins. The specific objectives were to a) identify which content is taught in physical education classes; b) analyze the methodological routines for teaching content in classes; c) identify the perception of teachers and management at APAE about the contribution of physical education classes to the development of users. This research used a qualitative approach. The methodology included triangulation between an existing literature review on the topic, observation, and a questionnaire for the interview involving the sample, which consisted of two teachers from the institution, one a pedagogue and one a physical education teacher, and the manager of the APAE unit. Data analysis was performed by interpreting the results based on the literature. The research revealed positive contributions from physical education classes, showing that the classes promote social advances in student behavior. This work reinforces the fundamental role of Physical Education as an essential resource for inclusion in special education. The research concluded that Physical Education is essential for the development of APAE students, contributing to their physical, cognitive and social progress. The activities stimulate motor skills and promote socialization and emotional well-being, reinforcing its inclusive role. The methodology used at APAE in Miranorte showed that, despite the challenges, it is possible to transform the educational experience of students, providing not only learning, but also the development of autonomy, socialization and improvement of quality of life.