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Advisor(s)
Abstract(s)
O atual paradigma da escola inclusiva exige dos profissionais de ensino, e particularmente dos professores de educação física, para além do domínio de um quadro concetual teórico, um conjunto de competências específicas de intervenção. Concomitantemente requer igualmente a adoção de uma intencionalidade reflexiva fundamentada em valores éticos. Face ao exposto, o objetivo deste estudo é identificar e compreender quais os princípios éticos que orientam os professores de educação física portugueses aquando do desenvolvimento de processos inclusivos. Participaram neste estudo, 151 docentes de educação física de diferentes regiões de Portugal. Os participantes responderam a um questionário online, na plataforma Google Forms, com perguntas abertas e fechadas, sobre a importância dos valores e ética no desenvolvimento de processos inclusivos. Dada a natureza mista do estudo, o tratamento dos dados foi efetuado através da análise estatística descritiva e análise de conteúdo. A análise dos resultados permitiu identificar que os princípios que determinam a orientação ética dos professores de educação física face à inclusão caracterizam-se pelas seguintes premissas: i) o cuidado pelo outro; ii) o respeito pelo outro; iii) a procura de um bem comum, e iv) a virtude pessoal e profissional como axioma da práxis. Em suma, a vinculação a um referencial ético axiológico face à inclusão, por parte dos docentes de educação física, parece constituir-se um pilar central na efetivação e sucesso da inclusão em educação física.
The current paradigm of the inclusive school demands from teaching professionals, particularly physical education teachers, in addition to mastering a theoretical and conceptual framework and specific intervention skills. At the same time, it also requires the adoption of a reflective intentionality based on ethical values. Given the above, this study aims to identify and understand the ethical principles that guide Portuguese physical education teachers when developing inclusive processes. 151 physical education teachers from different regions of Portugal participated in this study. The participants answered an online questionnaire, on the Google Forms platform, with open and closed questions, about the importance of values and ethics in the development of inclusive processes. Given the mixed nature of the study, data processing was carried out through descriptive statistical analysis and content analysis. The analysis of the results allowed us to identify that the principles, that describe the ethical orientation of physical education teachers regarding inclusion, are characterized by the following premises: i) care for the other; ii) respect for the other; iii) the search for a common good, and iv) personal and professional virtue as an axiom of praxis. In short, the link to an axiological ethical reference regarding inclusion from the physical education teachers seems to constitute a central pillar in the effectiveness and success of inclusion in physical education
The current paradigm of the inclusive school demands from teaching professionals, particularly physical education teachers, in addition to mastering a theoretical and conceptual framework and specific intervention skills. At the same time, it also requires the adoption of a reflective intentionality based on ethical values. Given the above, this study aims to identify and understand the ethical principles that guide Portuguese physical education teachers when developing inclusive processes. 151 physical education teachers from different regions of Portugal participated in this study. The participants answered an online questionnaire, on the Google Forms platform, with open and closed questions, about the importance of values and ethics in the development of inclusive processes. Given the mixed nature of the study, data processing was carried out through descriptive statistical analysis and content analysis. The analysis of the results allowed us to identify that the principles, that describe the ethical orientation of physical education teachers regarding inclusion, are characterized by the following premises: i) care for the other; ii) respect for the other; iii) the search for a common good, and iv) personal and professional virtue as an axiom of praxis. In short, the link to an axiological ethical reference regarding inclusion from the physical education teachers seems to constitute a central pillar in the effectiveness and success of inclusion in physical education
Description
Keywords
Ética inclusiva educação física inclusiva educação inclusiva ética desportiva