Prácticas inclusivas en Educación Física: Percepciones docentes en relación con la formación y contexto escolar

Abstract

Educational inclusion has been consolidated as a fundamental principle of the Chilean school system, promoting the right to an equitable education for students with Special Educational Needs (SEN). However, in the subject of Physical Education, challenges associated with teacher training, institutional articulation and the application of inclusive regulations in pedagogical practice persist. The objective of the study was to analyze and understand teachers' perceptions of inclusive practices in the Physical Education class in relation to students with SEN, considering teacher training and the institutional context. A qualitative study of a descriptive-interpretive nature was developed. Two Physical Education teachers from a school with a School Integration Program participated. The information was collected through semi-structured interviews and analyzed through a thematic content analysis, organized into three categories: SEN, teaching-learning process and current regulations. The results show a favorable disposition of teachers towards inclusion; However, inclusive practices are based mainly on personal experience rather than systematic pedagogical training. Gaps are identified in initial and continuing training, limited institutional articulation with support teams and general knowledge of regulations, with difficulties for their concrete application in Physical Education. In conclusion, inclusive practices in Physical Education are conditioned by training and institutional limitations, despite the positive attitude of the teachers. Strengthening teacher training, professional updating and institutional coordination is key to moving towards inclusive Physical Education consistent with the principles of the educational system.