INTERSECTIONAL LOOK AT THE INCLUSION OF A BLACK STUDENT DIAGNOSED WITH AUTISM SPECTRUM DISORDER IN PHYSICAL EDUCATION

Abstract

The intersectionality emerges as a valuable tool to understand and address the inclusion challenges faced in Physical Education. The present work aims to analyze the Physical Education classes for a black student diagnosed with autism in the first year of elementary school, relating it to the desire for an inclusive Physical Education. This is a qualitative research. In order to carry out this analysis, the present work proposed to carry out semi-structured interviews with the interns who worked with the student in question, as well as the teacher responsible for the internship and the classroom teacher of the student's class. The collected data were then analyzed using the content analysis tool and organized into three categories: feelings towards the student; lesson planning; and the relationship between autism and black people. Analysis from an intersectional perspective was used in order to identify barriers and facilitators in the student's inclusion process, as well as their specific needs. It is concluded that inclusion must be a collective and continuous effort, involving all actors in the school community and the implementation of public policies that guarantee the inclusion. Physical Education can be a powerful tool for promoting inclusion and diversity at school, as long as it is carried out with commitment.