<?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>2318-1982</journal-id>
<journal-title><![CDATA[Série-Estudos]]></journal-title>
<abbrev-journal-title><![CDATA[Sér.-Estud.]]></abbrev-journal-title>
<issn>2318-1982</issn>
<publisher>
<publisher-name><![CDATA[Universidade Católica Dom Bosco]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2318-19822022000200125</article-id>
<article-id pub-id-type="doi">10.20435/serie-estudos.v27i60.1655</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Trajetórias formativas dos ex-bolsistas do PIBID-Educação Física da Universidade Feevale sobre as práticas inclusivas e a percepção do ex-professor supervisor]]></article-title>
<article-title xml:lang="en"><![CDATA[Formative trajectories of the Physical Education-PIBID ex-scholarships from Feevale University on inclusive practices and the perception of the supervisory former professor]]></article-title>
<article-title xml:lang="es"><![CDATA[Trayectorias formativas de ex becarios del PIBID-Educación Física de la Universidad Feevale acerca de las prácticas inclusivas y la percepción del ex profesor supervisor]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bartochak]]></surname>
<given-names><![CDATA[Ântony Vinícius]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sanfelice]]></surname>
<given-names><![CDATA[Gustavo Roese]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Heidrich]]></surname>
<given-names><![CDATA[Regina de Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Feevale  ]]></institution>
<addr-line><![CDATA[Novo Hamburgo Rio Grande do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2022</year>
</pub-date>
<volume>27</volume>
<numero>60</numero>
<fpage>125</fpage>
<lpage>145</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2318-19822022000200125&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2318-19822022000200125&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2318-19822022000200125&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O presente estudo busca examinar as trajetórias formativas de ex-bolsistas do Programa Institucional de Bolsa de Iniciação à Docência (PIBID) da Universidade Feevale, do subprojeto de Educação Física, sobre as práticas inclusivas, e analisar a percepção do ex-professor supervisor. A partir disso, a fundamentação teórica é estruturada mediante a contextualização histórica da educação especial no Brasil. Sendo assim, utilizou-se como método de pesquisa a etnografia da trajetória social, com abordagem qualitativa, por meio de coletas de dados de entrevistas não diretivas realizadas com três ex-bolsistas e um ex-professor supervisor. Analisando-se os dados, na primeira categoria &#8211; construção e a execução de práticas inclusivas &#8211;, concluiu-se que, nos esportes e nas atividades adaptadas, os alunos precisavam incluir os colegas nas diferentes deficiências, exercer a cidadania e a alteridade. Contudo, as limitações do projeto PIBID vincularam-se na centralidade das práticas inclusivas somente nas aulas de Educação Física. Com efeito, sobre a segunda categoria &#8211; para além de práticas inclusivas do projeto PIBID e suas contribuições &#8211;, evidenciou-se que essas práticas inclusivas tornaram os sujeitos do estudo mais conscientes diante da diversidade humana e mais preparados para trabalhar com a inclusão social em diversos contextos escolares e não escolares.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This study seeks to examine the formative trajectories of the Institutional Scholarship Program for Beginner Teachers (PIBID) alumni at the Universidade Feevale of the Physical Education subproject on inclusive practices and analyze the perception of the ex-supervisor teacher. From this, the theoretical foundation is structured through the historical contextualization of special education in Brazil. Thus, the ethnography of the social trajectory was used as a research method, with a qualitative approach, through data collection from non-directive interviews carried out with three ex-scholarship holders and one ex-supervisor. Analyzing the data, in the first category &#8211; construction and execution of inclusive practices &#8211; it was concluded that, in sports and in adapted activities, students needed to include their colleagues in different disabilities, exercise citizenship and alterity. However, the limitations of the PIBID project were linked to the centrality of inclusive practices only in Physical Education classes. In fact, in the second category &#8211; furthermore to the inclusive practices of the PIBID project and its contributions &#8211; it was evident that these inclusive practices made the study subjects more aware of human diversity and more prepared to work with social inclusion in different school and non-school contexts.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El presente estudio busca examinar las trayectorias formativas de los ex becarios del Programa de Becas de Iniciación a la Docencia Institucional (PIBID) de la Universidad Feevale, del subproyecto de Educación Física, a cerca de las prácticas inclusivas, y analizar la percepción del ex profesor supervisor. A partir de eso, la fundamentación teórica se estructura a través de la contextualización histórica de la educación especial en Brasil. Por lo tanto, utilizó como método de investigación la etnografia de la trayectoria social, con enfoque cualitativo, a través de la recolección de datos a partir de entrevistas no directivas realizadas a tres ex becarios y un ex profesor supervisor. Analizando los datos, en la primera categoría &#8211; construcción y ejecución de prácticas inclusivas &#8211;, se concluyó que, en el deporte y en las actividades adaptadas, los estudiantes necesitaban incluir los colegas en diferentes discapacidades, ejercer la ciudadanía y la alteridad. Sin embargo, las limitaciones del proyecto PIBID estaban vinculadas a la centralidad de las prácticas inclusivas solo en las clases de Educación Física. Con efecto, en cuanto a la segunda categoría &#8211; además de las prácticas inclusivas del proyecto PI BI D y sus aportes &#8211;, se evidenció que estas prácticas inclusivas tornaron a los sujetos de estudio más conscientes de la diversidad humana y más preparados para trabajar con la inclusión social en diferentes contextos escolares y no escolares.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[PIBID]]></kwd>
<kwd lng="pt"><![CDATA[Educação Física]]></kwd>
<kwd lng="pt"><![CDATA[inclusão]]></kwd>
<kwd lng="en"><![CDATA[PIBID]]></kwd>
<kwd lng="en"><![CDATA[Physical Education]]></kwd>
<kwd lng="en"><![CDATA[inclusion]]></kwd>
<kwd lng="es"><![CDATA[PIBID]]></kwd>
<kwd lng="es"><![CDATA[Educación Física]]></kwd>
<kwd lng="es"><![CDATA[inclusión]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<source><![CDATA[Programa Institucional de Bolsa de Iniciação à Docência - PIBID Seleção de estudantes bolsistas. Edital PIBID-Feevale n. 01, 6 de julho de 2018]]></source>
<year>2018</year>
<publisher-loc><![CDATA[Novo Hamburgo ]]></publisher-loc>
<publisher-name><![CDATA[FEEVALE]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
