INITIAL TRAINING OF PHYSICAL EDUCATION TEACHERS: THE SUPERVISED CURRICULUM TRAINING IN CONTEXT WITH AN INCLUSIVE SCHOOL

The study aimed at analyzing the pedagogical practice of academics during the Supervised Curricular Training regarding the proposed inclusion of students with disabilities in physical education classes. The methodology was characterized as qualitative and descriptive in the form of case study. The participants were students from the 7th semester of the Physical Education Bachelor's Degree at UFSM. The data was gathered through semi-structured interviews. The results were analyzed in four categories: a) teaching planning; b) methodological procedures; c) the participation of students with disabilities; and d) the teacher-student relationship (with disabilities). It was noted that the studies were concerned about working with the principles of educational inclusion, seeking to define good teaching planning, and adapting the proposed activities if necessary; it was also observed that the students tried to use approaches that would allow the process of school inclusion; it was also noted that the participation of students with disabilities was partial, and it was evident that the students approached students with disabilities, demonstrating attention, affection and concern in building ways to help students feel part of the class. In this sense, the experience and performance that the college students had in this context, made their professional experience and their educational path even greater, thus further preparing them for school reality, in an inclusive manner.