Perfil do Professor de Educação Física Inclusivo: Contributos para uma reflexão

Abstract

The complexity of the inclusive education paradigm increasingly requires from physical education professionals the ability to indorse, at the same time and in the same space, the promotion of inclusion, participation, and educational success for all students. However, the assertiveness of this answer requires a profile of the physical education teacher that transcends the scientific pedagogical matrix and brings together, intentionally, and equitably, dimensions of human education, knowing how to be, knowing how to be and act. Thus, and in reply to the scant evidence surrounding the profile of the inclusive physical education teacher, in this article we aim to catalyze the theoretical reflection around the values, attitudes, skills and practices that can establish this profile in facing the inclusion processes of students with specific educational needs in the context of physical education. In this sense, in achieving an inclusive physical education teacher profile, we defend teacher training and intervention we praise teaching achievement from a bio-psycho-socio- axiological perspective. Therefore, the inclusive physical education teacher must be guided by an intentionality in thinking, acting, and being, because of the integrated and permanent catalysis of the following dimensions: (a) ethics of being a physical education teacher, (b) specific training, and (c) teaching achievement and performance.