Human diversity and social inclusion in school: discourse of teachers of physical education

Abstract

Social inclusion is a concept that has been used to designate those who are outside. Unlike integration, in which the excluded should be closer to social standards, to include responsibility for society as a whole so that human diversity is respected. Amongst the areas that address this issue, is the Physical Education School, which has been conducting research on the cultural practices of body movement and minority groups. The aim of this study was to assess the speech of school physical education teachers on social inclusion. The research is characterized as qualitative and exploratory. Participants were 15 school teachers elementary II. Two questions generators were taken to verify what the teachers meant by social inclusion and how they worked in practice with this concept. For analysis we used the Elaboration Technique and Signified Units Analysis. The results showed that few teachers talked about a comprehensive concept of social inclusion. Most are limited to only some minority groups, but also used the concept of integration in their responses. Thus, discussions should be conducted so that a moralistic approach to social inclusion concrete move to predominate among the physical education professionals.