Crenças e atitudes comportamentais de professores de judô em relação à inclusão de participantes com transtornos do desenvolvimento intelectual: perspectivas a partir de entrevistas qualitativas
DOI:
https://doi.org/10.47197/retos.v59.107380Palavras-chave:
judo, Intellectual Developmental Disorders, Inclusion, Physical Education, Qualitative Research, Teacher Attitudes, Theory of Planned Behavior, Behavioral BeliefsResumo
Este estudo qualitativo investiga crenças e atitudes comportamentais de professores de judô frente à inclusão de pessoas com transtorno do desenvolvimento intelectual (DDI) em suas aulas de judô. Realizada na Eslovénia, Portugal, França e Polinésia Francesa, a investigação, no âmbito da Teoria do Comportamento Planeado (TPB), envolveu entrevistas com 21 professores de judo utilizando uma vinheta de um praticante de judo com DDI. Os dados analisados com o NVivo (2020) destacaram que os professores de judô geralmente veem a inclusão de forma positiva, observando melhorias nas habilidades pedagógicas e na sensibilidade, juntamente com benefícios significativos para todos os participantes. Os professores de judo expressaram que a inclusão promove a empatia e a coesão do grupo, mas também levanta preocupações sobre potenciais abrandamentos no progresso do grupo e aumento das exigências cognitivas. As respostas emocionais variaram de satisfação e orgulho a preocupações sobre inadequação e gestão de grupo. Estas conclusões sugerem a necessidade de formação específica e adaptações para enfrentar os desafios e melhorar a eficácia da inclusão.
Palavras-chave: Judô, Transtornos do Desenvolvimento Intelectual, Inclusão, Educação Física, Pesquisa Qualitativa, Atitudes de Professores, Teoria do Comportamento Planejado, Crenças Comportamentais
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