THE INCLUSION OF THE BLIND PERSON IN PHYSICAL EDUCATION CLASSES IN ELEMENTARY EDUCATION II AND ITS BENEFITS IN COGNITIVE DEVELOPMENT

Abstract

The aim of this study was to analyze the perceived ability of Physical Education teachers of both sexes, in a total of 47 teachers, aged between 24 and 64 years, working specifically in the cities of the South Coast of São Paulo, with an experience of 1 to 31 years in the regular school system with an average of 14 years of experience, in relation to the inclusion of the visually impaired in physical activities, not only aiming at their school integration, but also seeing physical activities as an ally to the social life of children with disability, working beyond mobility, the cognitive and socio affective processes of the same. Mapping through an informative questionnaire as theoretical methods, obtaining results that reveal that all respondent teachers think it is important to include students with visual impairment, and most believe they have the necessary knowledge to teach classes to this population. Given the good receptivity of students in relation to Physical Education, the teacher has a fundamental role in ensuring that adaptation occurs in the best possible way, promoting situations and activities for interaction with other students, and development in general, seeking methodologies that are adequate to their limitations. Thus, the present study is of great academic and professional importance, considering that we still live in a society that is beginning the process of social inclusion, where it is of great importance that educators in training already understand the importance of this subject, and can contribute to the education and conditions are egalitarian, as determined by the Federal Constitution.