Os desafios da inclusão dos alunos imigrantes venezuelanos nas aulas de educação física

Abstract

This work presents an experience report on the challenges of including Venezuelan immigrant students in Physical Education classes, a context that has intensified due to the increase in the migratory flow caused by the recent crisis in Venezuela. Thus, the objective of this report was to describe the challenges of including Venezuelan immigrant students in Physical Education classes observed and experienced in the context of supervised internship in Physical Education, at a school in Manaus – AM. Therefore, this qualitative and descriptive study is based on the observations and experiences lived by academics during the Supervised Curricular Internship. The main challenges identified included school infrastructure problems, such as the lack of adequate spaces for physical activities, use of improvised areas, in addition to language barriers that made it difficult for Venezuelan students to understand instructions. Another obstacle was the insecurity and shyness of some students, who were reluctant to actively participate in classes. To overcome these difficulties, class planning was restructured, prioritizing gestures, practical examples and the use of visual resources, such as whistles, to reduce verbal commands. These adaptations positively impacted behavior, understanding and development of motor skills, promoting greater integration of Venezuelan students. This experience demonstrated that the supervised internship, in addition to providing learning and professional maturity to future teachers, reaffirms the role of Physical Education as a tool for inclusion and citizenship, preparing students for harmonious coexistence in a diverse and plural society