Inclusive Education is characterized for a constant challenge which poses to the
current school, searching, to serve each student, considering his peculiarities, in an
ordinary environment which characterizes the school as regular. Although a lot has
been built, a lot of knowledge has been accumulated; there are still deficiency of
capable proposals to contribute to the overcoming of the blanks which were built
through time inside the schools regarding the inadequate teaching systems and its
professionals, regarding choosing people with special educational needs (SEN).
This research aims to contribute with the fulfilling of those blanks, proposing a
pedagogical intervention in the school, focusing the physical education classes, its
teachers and its students with or without SENs, inside the same interaction
environment, presenting a proposal of collective construction that makes possible to
know the ways that affect the professionals, students, parents who find themselves
online with the day-by-day school, providing subsidies to understand the present
complexities in this time-space, making possible the problems identification and the
routing of answers to these problems that are still in process. This way, the goal was
to investigate, analyze and intervene in the inclusion process of the students with
deficiency in physical education classes, in a school of regular teaching in the city of
São Mateus – ES. The physical education class intervention and observation process
given in the third level classroom began on April 1
st
, 2008 and it was concluded on
July 1
st
, 2008, making a total of 26 classes followed up and registered. The
classroom was compound by 20 students of both genders, around 9 and 14 years
old, and among these students, there was a 14 year- old student with Down
syndrome. For purpose of data collection, it was used tools such as: participant
observation, field book, video recording, photos, semi-structured interviews,
questionnaires and documentary sources. Data were analyzed by the content
analysis technique. Analyzing the set of collected data in the intervention process, it
was identified that the group went through by different movements along the way. It
wasn´t about linear movements. A lot has happened along the way, advances and
setbacks. Although, for exposure, it was identified three movements: a) absence of
planning and systematization of lessons; b) attempt of planning and systematization
of lessons; c) planning and systematization of lessons. From the analysis of these
movements it was concluded that the students with deficiency inclusion in the
physical education classes keep lacking quality, demand from the government,
continuing education policies to create awareness and subsidize the physical