Reflexões sobre barreiras atitudinais : relato de experiência de uma intervenção sobre capacitismo com escolares do ensino fundamental - anos iniciais

Abstract

Promoting inclusion and addressing ableism are urgent challenges in the school context, especially in the early years of elementary education. Themes such as ethics, respect and coexistence in diversity are essential for citizenship education, and Physical Education, given its social dimension, offers significant potential to address these issues. Objective: To report the experiences of undergraduate students in Physical Education during the application of an educational intervention on ableism and attitudinal barriers in human relations with children from early elementary school. Methodological procedures: This is a qualitative experience report conducted in July 2024 at Escola Estadual Santa Luzia in Manaus, Brazil. The intervention involved 24 students from the 5th grade, aged 10 to 11 years. The activities included conceptual and experiential moments supported by slides, folders, thematic signs, the playful character Himawari and the Anti-ableism Trail Game. The intervention took place in the classroom and cafeteria, and field diary records supported the analysis of students' reactions and learning processes. Experience report: The intervention began with the conceptual introduction to ableism mediated by the character Himawari, which facilitated affective engagement. The trail game encouraged dialogue, cooperation and reflection on discriminatory attitudes, enabling students to identify ableist expressions and discuss more respectful forms of coexistence. The interactions revealed emotions, discoveries and shifts in perception, showing that playfulness supported ethical learning. A final discussion circle consolidated the concepts explored, allowing students to express what they had learned and commit to inclusive attitudes. Final considerations: The intervention demonstrated that playful and dialogic strategies foster meaningful learning and strengthen ethical values in the early years of schooling. For us, as undergraduate students, the experience allowed us to articulate theory and practice, exercise pedagogical mediation and understand the social role of Physical Education in citizenship education. As a limitation, the intervention was conducted in a single session, reinforcing the need for continuous actions for greater formative impact. We conclude that initiatives of this nature strengthen an inclusive school culture and contribute to the development of sensitive, critical and diversity-committed teachers