POLÍTICA DE FORMAÇÃO DE PROFESSORES DE EDUCAÇÃO FÍSICA QUE ATUAM EM ESPORTES PARALÍMPICOS EM CAMPO GRANDE-MS.

Abstract

This dissertation aimed to investigate the public policy for training Physical Education teachers working in parasports, within the scope of the Municipal Sports Foundation of Campo Grande, through the Movimenta Campo Grande Program. To achieve this objective, an interpretative qualitative research approach was adopted, grounded in a critical-dialectical framework. The investigation combined documentary analysis—including legislation, decrees, municipal plans, and institutional materials from FUNESP—with semi-structured interviews with teachers involved in Paralympic modalities, as well as a literature review on social policies and teacher training in the field of parasports. The analysis of FUNESP’s institutional documents, in conjunction with the narratives of interviewed teachers working in parasports in Campo Grande-MS, revealed significant weaknesses in the structuring, continuity, and specificity of teacher training policies related to parasports. The data indicate that, despite isolated initiatives and individual efforts, there is no systematic policy for the training of Physical Education teachers in this area. These findings highlight the need to establish a continuous, specific, and intersectoral teacher training policy aimed at qualifying Physical Education professionals who work with people with disabilities and parasports modalities. Such a policy must be aligned with municipal guidelines as well as national and international developments in the field of parasports, in order to enhance the quality of professional practice. Keywords: Public policy; Physical Education; Parasports; Teacher training; Inclusion.