Educação Física Escolar e Inclusão: um estudo bibliográfico a partir dos GTTs Escola e Inclusão e Diferença do CBCE

Abstract

This study addresses inclusion in school Physical Education, focusing on the analysis of academic productions presented in the Thematic Working Groups (TWGs) School and Inclusion and Difference of the Brazilian College of Sport Sciences (CBCE) in the years 2021, 2023, and 2025. The main objective was to identify the conceptions of inclusion present in these productions, in order to understand how the theme has been approached in the field of School Physical Education. Methodologically, the research is characterized as qualitative, bibliographic, and descriptive. The corpus consisted of papers presented as oral communications and published in the CONBRACE/CONICE proceedings, selected through the descriptors inclusion, inclusive, and difference. The analysis revealed a predominance of qualitative studies, especially experience reports, case studies, and pedagogical intervention research, highlighting the importance of teaching practice, initial and continuing teacher education, and pedagogical mediation in the inclusive process. The results indicate a conceptual development over time, with inclusion being understood beyond physical access, and recognized as a political, pedagogical, and social process. It is concluded that School Physical Education plays a strategic role in the construction of inclusive practices, provided that it is supported by intentional planning, critical teacher education, and adequate institutional conditions.