O objetivo desta pesquisa é avaliar a contribuição do jogo de Fusen como recurso pedagógico na inclusão de estudantes com deficiência física severa em aulas de Educação Física. Criado no Japão, o jogo de Fusen é uma atividade lúdica com caráter cooperativo e que foi desenvolvido para incluir pessoas com deficiência, em especial os casos mais severos de deficiência física. O estudo também busca examinar desafios enfrentados por professores de Educação Física para incluir estudantes com deficiência. O aporte teórico percorre os caminhos da Educação Especial e o da Educação Física, revelando possíveis encontros e tensões ao longo da história, além da relação do estudante com deficiência física severa com a área da Educação Física. Como percurso da prática, veementemente solicitada pelo teor da Educação Física escolar, observamos o fenômeno do jogo e as possibilidades de vínculo com os processos inclusivos por meio do lúdico e dos jogos cooperativos A investigação consiste em um estudo qualitativo de natureza exploratória, composto por entrevistas semiestruturadas em que procuramos reunir dados, informações e hipóteses sobre uma questão de pesquisa com pouco estudo anterior. As entrevistas foram realizadas com oito professores de Educação Física que utilizaram o jogo de Fusen com estudantes com deficiência física severa em aulas de Educação Física no município de Caxias do Sul - RS. A análise dos dados foi realizada com base na análise de conteúdo de Bardin (2004). Os resultados foram analisados e organizados em quatro categorias: a) Educação na perspectiva da Inclusão; b) Educação Física e inclusão; c) O estudante com deficiência física severa; e d) O jogo de Fusen. Os resultados revelam a existência de um constante desafio na tentativa de viabilizar uma aula de Educação Física inclusiva. A utilização da Educação Física adaptada, por meio dos esportes adaptados, pode levar a práticas segregadas, contrariando os pressupostos inclusivos. Ao longo desta pesquisa foi possível perceber que os próprios professores entrevistados apontam para a importância da formação do professor para que ele possa lidar melhor com as diferenças na escola. Do mesmo modo, as entrevistas permitiram perceber que ainda há alguns resquícios da Educação Física tecnicista, esportivizada e altamente competitiva nos ambientes escolares, em detrimento de práticas voltadas à cultura corporal do movimento. Consideramos que estratégias de ensino que estimulem práticas competitivas criam lacunas, distanciamentos e favorecem processos de exclusão. Constatamos que o Fusen é uma proposta que possibilita alguns momentos cooperativos e diferentes nas aulas de Educação Física, mas não se propõe que um jogo possa, sozinho, ser capaz de atingir todos os objetivos, ou todos de igual maneira. Contudo, verificamos que talvez seja uma das poucas alternativas que permite aos estudantes com deficiências mais severas participar de um espaço coletivo. Dessa forma, o Fusen pode servir como um caminho para promover valores e atitudes humanas, que fomentem bem estar pessoal e coletivo, justamente em razão de suas regras e características, visto que todos participantes são requisitados no decorrer da prática. / The objective of this research is to assess the contribution of Fusen as a pedagogical resource for including severely disabled students in Physical Education classes. Fusen, a game created in Japan, is a cooperative, ludic oriented activity that has been developed to include disabled people, especially those with severe physical disabilities. The study also aims to examine challenges faced by the Physical Education teachers to include disabled people. The theoretical approach goes along the paths of Special and Physical Education, revealing possible encounters and tensions throughout history, besides the relation between the severely disabled student and Physical Education. In the path of practicing, strongly required for Physical Education in schools, the game phenomenon and the possibilities of linking the inclusive processes by ludic and cooperative games are observed. The investigation consists in a qualitative study of exploratory nature with semi-structured interviews, which objective was to gather data, information and hypothesis about a subject with scarce previous research. The interviews were made with eight Physical Education teachers that used Fusen in class with severely disabled students in the municipality of Caxias do Sul – RS. The data analysis was made based on the content analysis from Bardin (2004). The results were analyzed and set into four categories: a) Education on an inclusion perspective; b) Physical Education and inclusion; c) The severely disabled student; and d) Fusen. The results show the existence of a constant challenge in trying to make an inclusive Physical Education class. The usage of adapted Physical Education, through adapted sports, may lead to segregated practices, going against the purposes of inclusion. In the process of this research it was possible to notice that the interviewed teachers themselves point the importance of the teacher formation so they can deal better with differences within the school environment. Likewise, the interviews made it noticeable that there are still some remnants of a technicist, sportive and highly-competitive oriented Physical Education in school environments, over the practices oriented to the culture of body movement. It’s considered that the teaching strategies that stimulate competitive practices make gaps, distances, and favor exclusion processes. It was observed that Fusen is a proposal that allows some cooperative and different moments in Physical Education class, but it is not supposed by so that a game is, alone, capable of reaching all the goals, or all of those in the same way. However, it’s observed that it may be one of the few alternatives that allows the severely disabled students participate in a collective environment. Then, Fusen may serve to promote more human values and attitudes, that promote personal and collective well-being, especially because their rules and characteristics, considering that all participants are required along the practice.

Syfte och frågeställningar Studiens syfte var att undersöka hur lärare i idrott och hälsa på gymnasiet förhåller sig till läroplanen med avseende på bollspel och bollekar. Vidare var studiens syfte att analysera och diskutera resultaten utifrån läroplansteori som teoretiskt ramverk. För att uppfylla syftet utformades följande frågeställningar: Hur arbetar lärarna med bollspel och bollekar i undervisningen? Vilka motiv uppger lärarna till att de använder bollspel och bollekar i undervisningen? Metod En kvalitativ metod användes för att besvara studiens syfte och frågeställningar och intervjuer genomfördes med sex gymnasielärare i idrott och hälsa som uppfyllde studiens kriterier. Urvalet skedde enligt bekvämlighetsprincipen. Resultat Samtliga lärare berättade att de använde sig av bollspel och bollekar i undervisningen och de uppskattade att 12 till 25 procent av tiden ägnades åt dessa aktiviteter. De vanligaste bollaktiviteterna var fotboll, badminton, basket, softboll, volleyboll och lacrosse. Lärarna använde mindre vanliga spel och lekar för att jämna ut nivåskillnader mellan elever. De använde olika bollaktiviteter för att eleverna genom dessa skulle vara fysiskt aktiva senare i livet. Lärarna berättade att de valde bollspel och bollekar efter sina egna kunskaper och färdigheter samt efter lokaler och materiel. Alla lärare använde bollspel och bollekar som en metod för att utveckla eller lära ut någonting annat än själva spelet eller leken. Samtliga lärare kopplade bollspel och bollekar till ämnesplanens centrala innehåll och de ansåg att elever kunde uppnå flera kunskapskrav genom undervisningen. Slutsats Slutsatser i studien var att bollspel och bollekar förekom i undervisningen i ämneskursen idrott och hälsa 1 men i mindre utsträckning än vad tidigare forskning har visat. Formuleringen av den nya läroplanen har haft stor del i att bollspel och bollekar har minskat. Alla lärare hade ett tydligt syfte med att använda bollspel och bollekar och kopplade dessa till ämnesplanens centrala innehåll och kunskapskrav. Det fanns likheter i lärarnas tolkningar av ämnesplanen vilket visade på att ämnets klassifikation stärkts. Lärarnas val av styrgrupp medförde att en del elever missgynnades. Lärarna måste väga för- och nackdelar mellan vanliga och mindre vanliga bollspel och bollekar mot varandra. Utifrån detta måste lärarna sedan besluta vilken aktivitet som uppfyller det tänkta syftet på bästa sätt. / Aim The purpose of the study was to examine how teachers in physical education and health on a high school level relate to the curriculum with a focus on ball games and ball exercises. Furthermore the study’s purpose was to analyze and discuss the results from curriculum theory as the theoretical framework. To fulfill this purpose the following research questions were established: How do teachers use ball games and ball exercises in their teaching? What motives do the teachers present while choosing to use ball games and ball exercises in their teaching? Method A qualitative method was used to answer the study’s purpose and research questions and interviews were conducted with six high school teachers in physical education and health that fulfilled the study’s criteria. The selection was founded on the comfort principle. Results All teachers confirmed to be using ball games or ball exercises in their teaching and they estimated that 12 to 25 percent of the curriculum were used for these specific exercises. The most common ball games were football, badminton, basketball, softball, volleyball and lacrosse. The teachers conducted less common games and exercises to even out the performance levels of different students. They varied their ball activities so that students through these exercises would be physically active later in life. The teachers told that they chose ball games and ball exercises based on their personal knowledge and access to facilities and material. All teachers used ball games and ball exercises as a method to develop or teach something other than the actual game itself. All teachers linked ball games and ball exercises to the curriculums core content and they believed that students could achieve several of the knowledge requirements through the education. Conclusion The conclusions of this study were that ball games and ball exercises were present in the education of the course physical education and health 1 but in less quantity than what earlier research has proven. The formulation of the new curriculum have had a major impact on the fact that ball games and ball exercises has decreased. All teachers had a clear purpose for using ball games and ball exercises and connected these to the curriculums core content and knowledge requirements. There were similarities between teachers interpretation of the curriculum which showed a strengthening of the subjects classification. The teacher’s selection of steering groups result in some students having a disadvantage. The teachers must weigh advantages and disadvantages between common and less common ball games and ball exercises against each other. Based on these observations the teachers must then choose which activities are best suited to successfully fulfill their purpose.

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