MICHELE PEREIRA DE SOUZA DA FONSECA INCLUSÃO

ABSTRACT
FONSECA, Michele Pereira de Souza da. Inclusion: cultures, policies and practices of
inclusion in the initial teacher education of Physical Education, Federal University of
Rio de Janeiro. Rio de Janeiro, 2009. Dissertation (Masters in Education). Faculty of
Education, Federal University of Rio de Janeiro, Rio de Janeiro, 2009.
This research aimed at investigating the initial education of teachers-to-be at the
course of Physical Education, Federal University of Rio de Janeiro with respect to inclusion in
education, taking as reference for analysis and discussion a conceptual structure about
Inclusion, understood in terms of three inter related dimensions: the creation of cultures, the
development of policies and orchestration of inclusive practices, based on the theoretical
perspective of Booth & Ainscow (2002) and Santos (2003a). To achieve this goal, we were
guided by three specific objectives: (1) to investigate the conceptions of teachers-to-be and
teachers of Physical Education Institution about Inclusion in Education, and consider the
possible implications of these conceptions on their initial education ( 2) to examine the
syllabus of the disciplines, noting if and how the inclusion, as defined, is treated during the
initial teacher education (3) to examine the initial teacher education with reference to the
parameters of cultures, policies and practices of inclusion in education, as requires the
conceptual structure of inclusion adopted here. The research made use of the following
techniques and instruments for data collection: documentary analysis, for which we used the
syllabus of the thirty-seven compulsory disciplines of the course; focus group, on which
analysis we used the transcripts of meetings with teachers to-be; and interviews with teachers
of the course, which were duly transcribed. We used the Content Analysis technique (Bardin,
1977) to process the data, which were also triangulated. The results showed that, in terms of
inclusion in education, the initial teacher education of Physical Education future teachers at
UFRJ is oriented mostly to the orchestration of practices of inclusion, with the emphasis on
body building and physical techniques, and little concern about a reflexive practice. The
research also shows that teachers and teachers to-be recognize the lack of involvement of
people living in institutions, but also point to a desire for greater involvement from both sides.
To consider these people who build and reconstruct every day the history of this institution in
order to respect and value them, appears to be an important step to be taken.
Keywords: Inclusion in education, Culture, Policies and Practices, Teacher education,
Physical Education
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