The goal of this study was to understand how teachers in physical education view the representations of exclusion in classes in physical education. With a qualitative approach, the course is characterised as descriptive analysis. In Rio de Janeiro district, semi-structured interviews were performed with teachers from a public school. The findings highlighted many mechanisms of exclusion, with greater focus on those concerning gender and ethnic-racial ties. Pieces of evidence have shown that in university curricula, particularly those based on teacher education, the discussion of such topics should be more effective and present. Teachers should use pedagogical strategies that encourage inclusion and create good cases for school debates when circumstances involving processes of exclusion occur. In cases which disrespect humanistic values and social justice, it can assist students to adopt new positions.

Author(s) Details

Bruno Inocêncio Vicente
Graduate Program in Physical Activity Sciences, Salgado de Oliveira University, Niterói, Brazil.

Rachel Belmont
Graduate Program in Physical Activity Sciences, Salgado de Oliveira University, Niterói, Brazil and Graduate Program in Biosciences and Health Teaching, Oswaldo Cruz Foundation, Rio de Janeiro, Brazil.

Carlos Alberto Figueiredo da Silva
Graduate Program in Physical Activity Sciences, Salgado de Oliveira University, Niterói, Brazil.

View Book :- https://bp.bookpi.org/index.php/bpi/catalog/book/334

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