Nombre: FLAVIANE LOPES SIQUEIRA SALLES
Fecha de publicación: 19/12/2025
Junta de examinadores:
Nombre |
Papel |
|---|---|
| CAMILA LIMA COIMBRA | Examinador Externo |
| DENISE MEYRELLES DE JESUS | Examinador Externo |
| MARIA APARECIDA DIAS | Examinador Externo |
| MARIA DAS GRACAS CARVALHO SILVA DE SA | Presidente |
| ZENOLIA CHRISTINA CAMPOS FIGUEIREDO | Examinador Interno |
Sumario: This study aimed to understand and problematize, through collaborative-critical action research (Barbier, 2002; Jesus; Vieira; Effgen, 2014), the advances, challenges, and developments of a permanent training process developed collectively in a school context, involving physical education teachers and other education professionals, with an emphasis on promoting innovative, viable, and inclusive actions. Anchored in Paulo Freire (1967, 1968, 1979, 1992, 1996) and authors such as Nóvoa (2002, 2007) and Araújo and Esteves (2017), the research sought to overcome technical models of teacher training, conceiving it as a space-time for the production of knowledge. The guiding question of the investigation was: how is ongoing training constituted in a school context that mobilizes physical education teachers for critical and collaborative reflection on inclusive practices? To answer this question, the study developed four main fronts: a) to understand and problematize the training profile and conceptions of teaching and inclusion of the professionals involved; b) to analyze the limiting situations that cross inclusive pedagogical practices in a school context; c) producing and reflecting on the unprecedented viable movements developed collectively; and d) discussing the developments of the training process in schools in relation to the promotion of inclusive practices in physical education. The research was conducted between 2022 and 2023, involving Physical Education teachers, special education professionals, and educators from an elementary school in the municipality of Cariacica, Espírito Santo. The methodological path was outlined in five training movements: a) knowing and understanding the collective learner; b) mapping the limit situations; c) constitution of the training circles; d) the intertwining of actions (rigorous and collective reflection on praxis, towards the unprecedented-viable); and e) the final seminar in defense of permanent training in the school context. The data analysis used two complementary approaches: 1) Content Analysis (Bardin, 2016) for more quantitative data and 2) the critical-emancipatory approach, guided by the concepts of action-reflection-action, sensitive listening (Barbier, 2002), implication, and perlaboration (Macedo, 2012). The concepts of implication and perlaboration, derived from Implicated Ethnographic Research, were founding, allowing the researcher and participants to recognize and elaborate on the affective, political, and social dimensions of their engagement, broadening their understanding and transformation of reality. The results showed that the formative trajectories are traversed by multiple meanings attributed to teaching and inclusion, revealing the importance of reflective processes that destabilize certainties and mobilize new understandings. Advances were manifested in the elaboration of extreme situations that prevented unprecedented, viable, and inclusive actions, reaffirming the school context as the primary locus for the production of knowledge and the transformation of reality. It is concluded that continuing education is a dynamic, dialogical, collective, and critical process that, by mobilizing different actors in the educational system, promotes collective engagement that values different types of knowledge and enhances teacher criticality in the creation of unprecedented and viable approaches to inclusive physical education. The development of this study, through collaborative-critical action research, demonstrated that the formative movement, inherent to human incompleteness (Freire, 1996), requires an ethical commitment and permanent political involvement of the subjects in confronting technical structures and capacitative actions in the school environment, reaffirming continuing education as an essential project for transforming the school reality.
Keywords: Physical Education; Continuing Education; inclusion.
