THE USE OF COOPERATIVE GAMES AS A PEDAGOGICAL STRATEGY IN THE INCLUSION OF STUDENTS WITH INTELLECTUAL DISABILITIES IN PHYSICAL EDUCATION CLASSES

Abstract

The work seeks to discuss how the Physical Education teacher can better include students with intellectual disabilities through the use of Cooperative Games. The problem of this investigation is presented: how does the use of Cooperative Games contribute to the inclusion of students with intellectual disabilities in Physical Education classes at a Municipal School in Salvador-BA? In the general objective, we sought to understand how the Cooperative Games contribute to the inclusion of students with intellectual disabilities in Physical Education classes at a Municipal School in Salvador-BA. The methodology of this work is based on action research, with systematic observation, semi-structured interview, field diary, games and photographic record as a research tool for a 4th grade elementary school class in a public municipal school in São Paulo. Savior. As a theoretical contribution, the studies of Brotto (2013), Correia (2006) and Soler (2005) were used in discussions on Cooperative Games, and for Special and Inclusive Education, scientific articles, dissertations, theses and legal devices were selected. The final result is that the Cooperative Games contribute to the inclusion of students with intellectual disabilities in Physical Education classes, as it encourages the participation of all, contributing to the development of inclusive attitudes such as respect, solidarity and dialogue.