Percepções de professores de Educação Física sobre Tecnologia Assistiva para estudantes com deficiência física

Abstract

Assistive Technology (AT) is an interdisciplinary field of knowledge that encompasses resources, products, methodologies, strategies, practices, and services aimed at providing functionality related to the activity and participation of individuals with disabilities, impairments, or reduced mobility, with the goal of promoting autonomy, independence, quality of life, and social inclusion. AT has played a fundamental role in the inclusion of students with physical disabilities in physical education classes, ensuring greater accessibility and active participation in the proposed activities. In this context, several questions emerged, such as: Do physical education teachers use AT resources in their classes with groups that include students with physical disabilities? From the teachers’ perspective, how can AT resources contribute to achieving learning outcomes related to curricular content in physical education classes? Based on these questions, this study was designed with the general objective of analyzing the perceptions of physical education teachers regarding Assistive Technology for students with physical disabilities. This research is characterized as a qualitative, descriptive study involving professionals associated with the municipal public education system of one of the largest cities in a state located in the Northern region of Brazil. Regarding ethical aspects, the study was approved by a Research Ethics Committee Involving Human Beings. The research was conducted in two main stages. In the first stage, ten physical education teachers from the municipal education network of a municipality in Northern Brazil were selected; all had previous or current experience working with students with physical disabilities. These teachers completed a questionnaire developed by the researcher, addressing issues related to adapted physical education and the use of Assistive Technology. In the second stage, two teachers from the first phase who were actively working with students with physical disabilities were selected for interviews. A semi-structured interview guide was used to identify their perceptions of their pedagogical practices and their knowledge of Assistive Technology. Data analysis was carried out through Thematic Analysis and data triangulation. The findings indicated that some participants expressed insecurity regarding their professional practice with students with physical disabilities, as well as a lack of understanding of Assistive Technology. However, despite reporting challenges, some participants adopted a positive stance toward learning and addressing these challenges in their classes, both during practical activities and in lesson planning. These teachers demonstrated a commitment to considering students with physical disabilities and to proposing strategies that enable their more active participation in physical education classes.