Modelo para elaboração do plano educacional individualizado de estudantes com Transtorno do Espectro Autista na Educação Física Escolar: construção colaborativa em um processo de formação continuada

Abstract

The increasing number of students with Autism Spectrum Disorder (ASD) enrolled in basic education has intensified the challenges faced by Physical Education teachers, particularly regarding individualized pedagogical planning. In this context, the study, linked to the research line “Methodological Approaches and Teaching and Learning Processes,” is justified by teachers’ difficulties related to individualized pedagogical planning, their lack of knowledge about the Individualized Education Plan (IEP), uncertainty regarding its use, and the insufficient availability of continuing education processes addressing this topic. The study aimed to collaboratively develop, through a continuing education process, a model for the development of an Individualized Education Plan for students with Autism Spectrum Disorder in School Physical Education. Methodologically, this is a qualitative, exploratory study inspired by the principles of action research, involving a formative intervention with fifteen Physical Education teachers from the municipal education system of Toledo, Paraná, Brazil, selected through convenience sampling. The research process was organized through continuing education activities conducted over three meetings mediated by the researcher, which included the administration of an electronic questionnaire and diagnosis of teachers’ difficulties, the collective and collaborative development of the instrument’s structure, and the collective refinement of the model. Data obtained from the questionnaires and records of the formative meetings were analyzed through thematic content analysis based on Bardin’s framework.The results showed that teachers recognize the characteristics of ASD but feel insecure about providing educational support to these students; they are unfamiliar with the IEP, although they recognize its importance; and they demonstrate interest in continuing education processes addressing the topic. Throughout the formative process, the participants collaboratively developed a structured model to support individualized planning. This process, carried out through continuing education, proved capable of bringing scientific knowledge closer to teaching practice. As an educational product, an e-book was developed containing a structured model for developing the IEP in School Physical Education. It provides practical guidelines aimed at promoting teacher autonomy, improving pedagogical planning, strengthening continuing education, bridging theory and practice, and offering an instrument specifically designed for Physical Education. Thus, data analysis demonstrated that the process proved promising in bringing scientific knowledge closer to teaching practice, supporting teachers in the development of Individualized Education Plans and strengthening their professional practice in addressing the educational needs of students with ASD.