THE PERCEPTION OF PHYSICAL EDUCATION TEACHERS ABOUT CLASSES FOR STUDENTS WITH INTELLECTUAL AND MULTIPLE DISABILITIES DURING THE COVID-19 PANDEMIC ; A PERCEPÇÃO DOS PROFESSORES DE EDUCAÇÃO FÍSICA SOBRE AS AULAS PARA ALUNOS COM DEFICIÊNCIA INTELECTUAL E MÚLTIPLA DURANTE A PANDEMIA DA COVID-19

The present study aimed to report the perception of physics teachers (PE) about classes for students with intellectual and/or multiple disabilities during the COVID-19 pandemic. This is a research with a qualitative approach, therefore, the recurring interview was used. The participants were three PE teachers from the state of Paraná. The inclusion criteria for teachers were: 1) working professionally in special education; and 2) have taught classes remotely during the COVID-19 pandemic. After the interviews, it was noted that there were difficulties on the part of the teachers and also the families to adapt the use of digital technological tools. In relation to the family participation process, it was learned that the students obtained a participation during the period of social isolation. However, through the reports of teachers-teachers-students-education, PE for special education education was used, because they needed to have a pedagogical mediation and the correct stimuli. It can be noted that with the return as classes in the hybrid model, there was a significant evaluation in the cognitive-motor part of the students. It is inferred that even with the help of the family in carrying out the activities, they did not have the same stimuli and proposed in classes at school by PE teachers. Received on: 2022/05/03 Reformulated on: 2022/06/2022 Accepted: 2022/06/2022 ; O presente estudo teve por objetivo relatar a percepção dos professores de educação física (EF) sobre as aulas para alunos com deficiência intelectual e/ou múltipla durante a pandemia da COVID-19. Trata-se de uma pesquisa com abordagem qualitativa, para tanto, utilizou-se a entrevista recorrente. Os participantes foram três professores de EF do estado do Paraná. Os critérios de inclusão dos professores foram: 1) atuar profissionalmente na educação especial; e 2) ter ministrado aulas no formato remoto durante a pandemia da COVID-19. Após as entrevistas, notou-se que houveram dificuldades por parte dos docentes participantes e, também das famílias, ...