Physical Education teachers’ formation from integral and inclusive education perspective: possible intersections through PIBID-UFV
The Institutional Program of Teaching Initiation Scholarships (PIBID) is a policy for the initial training of teachers that contributes to value teaching careers and the integration of future teachers into the school environment. Thus, the objective of this research was to investigate how PIBID, wit...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Universidade Federal do Norte do Tocantins
2024-12-01
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| Series: | Revista Brasileira de Educação do Campo |
| Subjects: | |
| Online Access: | https://periodicos.ufnt.edu.br/index.php/campo/article/view/19386 |
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| Summary: | The Institutional Program of Teaching Initiation Scholarships (PIBID) is a policy for the initial training of teachers that contributes to value teaching careers and the integration of future teachers into the school environment. Thus, the objective of this research was to investigate how PIBID, within the scope of the Physical Education (PE) subproject at the Federal University of Viçosa, has been impacting the initial training of teachers for future work from the perspective of integral and inclusive education. This is a qualitative research documental type. Reports and experience analysis produced by students within the program were used as data collection sources. The results indicate that participation in PIBID provides important formative experiences, as it promotes the opportunity to work with students with disabilities, fostering a critical view of the pedagogical practices of supervising teachers and promoting an analytical view of the architectural barriers that limit or prevent the effective participation of students with disabilities in PE classes. It is expected that this research will contribute to reflection on the impacts of PIBID for teachers’ training aligned with the perspective of inclusive education, allowing an evaluation of the possibilities and challenges of the program in PE teachers’ formation. |
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| ISSN: | 2525-4863 |