Article RETRACTED due to manipulation by the authors and citations política jurídica da implementação de escolas inclusivas em Educação Física (EF): desafios de recursos humanos e infraestruturas para alunos com necessidades especiais
Article RETRACTED due to manipulation by the authors and citations
DOI:
https://doi.org/10.47197/retos.v61.110166Palavras-chave:
Política, Legislação, Escolas Inclusivas, Educação Física, Desafios, Recursos Humanos, Infraestruturas, Alunos com Necessidades EspeciaisResumo
Este estudo utilizou uma revisão sistemática da literatura para investigar as políticas legais para a implementação de escolas inclusivas em EF em termos de recursos humanos e desafios de infraestruturas para alunos com necessidades especiais. Os dados foram obtidos a partir de artigos pesquisados através do Google Scholar. A pesquisa concentrou-se naqueles publicados em revistas indexadas na Scopus publicadas em 2019-2024. Os periódicos foram selecionados considerando critérios de inclusão e exclusão. A estratégia de pesquisa foi realizada em setembro de 2024 utilizando as palavras-chave: «Legal policy OR policy analysis AND implementação OR aplicação AND escolas inclusivas OR educação inclusiva AND Educação Física OR PE AND desafios OR obstáculos AND recursos humanos OR RH AND instalações OR infraestruturas AND alunos com necessidades especiais OU alunos com necessidades especiais». Com base na pesquisa de 2019-2014, foram encontrados 17.300 artigos. Além disso, foram novamente revistos em várias etapas e foram obtidos 16 artigos que se enquadravam no tema e cumpriam os requisitos de inclusão. Durante a seleção dos artigos, este estudo seguiu as diretrizes do PRISMA. A conclusão da análise da política jurídica sobre a implementação de escolas inclusivas na educação física foi que o principal desafio reside nos recursos humanos e nas infra-estruturas. Além disso, a preparação e competência dos professores é muito afectada pela falta de formação adequada para lidar com alunos com necessidades especiais, razão pela qual é necessária uma extensa formação contínua que abranja as competências pedagógicas, a adaptação curricular e o Design Universal para a Aprendizagem (DUA) . Embora existam políticas que apoiam a inclusão, a sua implementação nos PE continua aquém do ideal, razão pela qual é necessário reforçar o currículo e os recursos. Outro desafio é a falta de infra-estruturas de apoio, especialmente em termos de acessibilidade física e de instalações especializadas. São necessárias sinergias entre políticas fortes, formação de professores, melhorias das infraestruturas e estratégias pedagógicas adaptativas, bem como a colaboração das partes interessadas, para criar ambientes de aprendizagem inclusivos eficazes.
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