PHYSICAL EDUCATION IN SCHOOLS AND STUDENTS WITH AUTISM SPECTRUM DISORDER: ACTION RESEARCH AND TEACHER TRAINING

Abstract

The inclusion of students with Autism Spectrum Disorder (ASD) in school Physical Education classes has revealed pedagogical and training-related challenges for public school teachers, especially with regard to the construction of inclusive practices in everyday school life. In light of this scenario, this research seeks to answer the following question: in what ways can action research contribute to teacher education and to the re-signification of pedagogical practices in school Physical Education aimed at the inclusion of students with ASD? The objective of this article is to analyze the contributions of action research as a formative device for Physical Education teachers, based on reflective processes developed in the school context with a view to the inclusion of students with ASD. This is a qualitative study in terms of its aims and applied in nature in terms of its means, grounded in action research. Primary data were produced through conversation circles involving two Physical Education teachers and the researcher, as well as field diary records, while secondary data consisted of documents and academic productions related to the theme. Data analysis was carried out using content analysis. The results indicate that action research fostered critical reflection on teachers’ initial conceptions, enabled the problematization of pedagogical and institutional challenges faced in Physical Education classes, and contributed to the re-signification of pedagogical practices, in dialogue with recent national and international literature on inclusion and teacher education.