Formação continuada em educação física inclusiva: perspectivas interseccionais

Abstract

The purpose of this paper was to dialogue concerning teacher training in inclusive physical education using intersectional aspects. A research was made using papers from 2016 to 2022, published at journals indexed by CAPES - Coordination for the Qualification of Higher Level Staff in Brazil, with the following descriptors: teacher training, inclusive physical education and intersectionality. The papers found did not presented correlation between the descriptors, still the analysis was made using social markers of differences and intersectional aspects that must be considered due teacher training in inclusive physical education. We highlighted the possibility of approaching the intersectional perspective to the inclusive physical education teacher training to overcome the strict biological approach of the disability and to cross pass themes as race, ethnicity, religion, social class, gender, and others social markers of difference interconnected within the scope of inclusive education and may amplify the teachers’ possibilities. We understand that only by seeing and valuing the differences can new actions be developed in the school environments that indeed are based on individualities   about the school context and profound the dialogue about differences and otherness at school.