<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052021000300124</article-id>
<article-id pub-id-type="doi">10.12957/teias.2021.56939</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[ESTRATÉGIAS PARA A PARTICIPAÇÃO DE ALUNOS COM TRANSTORNO DO ESPECTRO AUTISTA EM AULAS DE EDUCAÇÃO FÍSICA]]></article-title>
<article-title xml:lang="en"><![CDATA[STRATEGIES FOR THE PARTICIPATION OF STUDENTS WITH AUTISTIC SPECTRUM DISORDER IN PHYSICAL EDUCATION CLASSES]]></article-title>
<article-title xml:lang="es"><![CDATA[ESTRATEGIAS PARA LA PARTICIPACIÓN DE ESTUDIANTES CON TRASTORNO DEL ESPECTRO AUTISTA EN CLASES DE EDUCACIÓN FÍSICA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fiorini]]></surname>
<given-names><![CDATA[Maria Luiza Salzani]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Manzini]]></surname>
<given-names><![CDATA[Eduardo José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Faculdade de Ensino Superior do Interior Paulista  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual Paulista  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2021</year>
</pub-date>
<volume>22</volume>
<numero>66</numero>
<fpage>124</fpage>
<lpage>137</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052021000300124&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052021000300124&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052021000300124&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Atendo-se à inclusão escolar de alunos com Transtorno do Espectro Autista (TEA) em aulas de Educação Física, as pesquisas indicam que há consideráveis informações sobre as dificuldades dos professores de Educação Física (PEF), bem como, o que o PEF poderia fazer quando há um aluno com TEA em aula. Porém, pouco se sabe sobre as estratégias que os PEF usam em relação a esse aluno. Assim, objetivou-se identificar e descrever as estratégias de professores de Educação Física para promover a participação de alunos com Transtorno do Espectro Autista nas aulas. Três PEF do Ensino Fundamental (1° ao 5° ano) e a respectiva turma em que havia um aluno com TEA participaram do estudo. Quatro filmagens de aulas de Educação Física foram realizadas em cada turma. As filmagens foram analisadas a partir da Análise Microgenética. Os PEF utilizaram quatro tipos de estratégias: 1) que antecedem o ensino, com a finalidade de posicionar o aluno ou a turma; 2) para explicação e suporte durante a atividade, tais como explicar a atividade, auxiliar o aluno, e estabelecer limites; 3) que decorrem da ação do aluno, como, respeitar as regras estabelecidas em conjunto; e, 4) para o comportamento emocional do aluno, mais precisamente lidar com a instabilidade emocional e frustações do aluno com TEA. Conclui-se que as estratégias utilizadas pelos PEF se modificaram por meio da interação com alunos. Em determinadas situações uma estratégia foi suficiente, mas em outras, duas ou mais estratégias foram necessárias. Não houve linearidade quanto aos tipos de estratégias, com exceção das estratégias que antecedem o ensino.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Regarding inclusive education of students with Autism Spectrum Disorder (ASD) in general Physical Education, there is a large body of information concerning Physical Education teachers&#8217; (PETs) difficulties, as well as what teachers could do when there is a student with ASD in class. However, little is known about the strategies that PETs adopt concerning these students. Thus, the objective was to identify and describe the strategies of Physical Education teachers to promote the participation of students with Autism Spectrum Disorder in regular classes. Three Elementary School PETs (1st to 5th grade) and the respective class, which had a student with ASD, participated in the study. Four physical education lessons were filmed in each class. Filming was analyzed based on microgenetic analysis. The PETs used four types of strategies: 1) Actions that precede teaching, for the purpose of positioning the student or the class; 2) Explanation and support during activities, such as explaining the activity, assisting the student, and setting limits; 3) what arises from Student Actions, such as, respecting the rules established together; and 4) Student Emotional Behavior, more precisely to deal with the student's emotional instability and frustrations with ASD. It can be concluded that the strategies used by the PETs changed through interaction with students. In certain situations, one strategy was sufficient, but in others, two or more strategies were necessary. The strategies that precede the teaching always preceded Explanation and Support during activities. Moreover, Student Emotional Behavior strategies presented sequential actions: to identify why the student presented that behavior; motivate the student to participate; respect the student's will in not wanting to participate for a period of class; motivate again.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Dada la inclusión escolar de estudiantes con Trastorno del Espectro Autista (TEA) en las clases de Educación Física, la investigación indica que existe información considerable sobre las dificultades de los docentes de Educación Física (PEF), así como, lo que PEF podría hacer cuando hay un estudiante con TEA en clase. Sin embargo, se sabe poco sobre las estrategias que utiliza PEF en relación con este alumno. Así, el objetivo fue identificar y describir las estrategias de los profesores de Educación Física para promover la participación de los estudiantes con Trastorno del Espectro Autista en las clases. En el estudio participaron tres PEF de Educación Primaria (1º a 5º año) y la respectiva clase en la que había un alumno con TEA. Se filmaron cuatro clases de educación física en cada clase. La filmación se analizó mediante análisis microgenético. PEF utilizó cuatro tipos de estrategias: 1) que preceden a la enseñanza, con el propósito de posicionar al alumno o la clase; 2) para explicación y apoyo durante la actividad, como explicar la actividad, ayudar al estudiante y establecer límites; 3) que resulten de la acción del estudiante, cómo respetar las reglas establecidas en conjunto; y 4) por el comportamiento emocional del estudiante, más precisamente para lidiar con la inestabilidad emocional y las frustraciones del estudiante con TEA. Se concluye que las estrategias utilizadas por el PEF fueron modificadas a través de la interacción con los estudiantes. En determinadas situaciones, una estrategia era suficiente, pero en otras, eran necesarias dos o más estrategias. No hubo linealidad en cuanto a los tipos de estrategias, a excepción de las estrategias que preceden a la enseñanza.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[transtorno do espectro autista]]></kwd>
<kwd lng="pt"><![CDATA[educação física]]></kwd>
<kwd lng="pt"><![CDATA[estratégia]]></kwd>
<kwd lng="pt"><![CDATA[ação.]]></kwd>
<kwd lng="en"><![CDATA[autism spectrum disorder]]></kwd>
<kwd lng="en"><![CDATA[physical education]]></kwd>
<kwd lng="en"><![CDATA[strategies]]></kwd>
<kwd lng="en"><![CDATA[action.]]></kwd>
<kwd lng="es"><![CDATA[trastorno del espectro autista]]></kwd>
<kwd lng="es"><![CDATA[educación física]]></kwd>
<kwd lng="es"><![CDATA[estrategia]]></kwd>
<kwd lng="es"><![CDATA[acción.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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