A utilização do futsal como ferramenta estratégica para inclusão de alunos com deficiência nas aulas de Educação Física Escolar

Abstract

The present study aimed to examine the use of futsal as a strategic tool to promote the inclusion of students with disabilities in school-based Physical Education classes, considering its relevance to holistic development and the advancement of inclusive pedagogical practices. This research was conducted through a comprehensive literature review, encompassing books, peer-reviewed articles, and scientific journals, with an emphasis on studies addressing psychomotricity, inclusive education, and the pedagogical application of futsal. Findings indicate that Physical Education, when grounded in psychomotor and inclusive principles, plays a fundamental role in the integral development of students, broadening their opportunities for learning, socialization, and autonomy. Futsal, due to its playful, dynamic, and cooperative nature, emerges as an educational modality capable of integrating students with and without disabilities into meaningful activities, thereby stimulating the development of motor, cognitive, affective, and social competencies. Furthermore, futsal contributes to the enhancement of coordination, balance, laterality, and spatial-temporal awareness, while simultaneously fostering essential values such as respect, empathy, and cooperation, reinforcing a sense of belonging within the school context. The results suggest that the intentional and adaptive use of futsal in Physical Education promotes both learning and inclusion, transforming the school environment into a more accessible, participatory, and humanized space. It is concluded that investing in teacher training and implementing pedagogical practices that interconnect psychomotricity, sport, and inclusion are crucial to ensuring a more equitable and meaningful approach to Physical Education.