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    Educação física escolar: tenho câncer, posso participar?
    (Universidade Federal de São Paulo (UNIFESP), 2014-08-09) Lima, Isabela Lemos de [UNIFESP]; Covic, Amalia Neide Covic [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    This study aims to comprehend how physical activities in Physical Education (PE) classes can help a student under oncologic treatment to find a new significance to her place inside the school culture that she is placed in. Focused on the phenomenon that occurs in a restricted and localized scenario ? the chronically ill student who doesn?t feel to fully belong to the institutions hospital and school, that help in their development ? the problem in this study has the intention to bring knowledge to researchers and professionals who work with education and/or health, and manifest interest for full time service of children and teenagers that remain ill for long periods and attend to regular schools. Nowadays it is becoming more frequent children and teenagers that, due to their health condition have to leave school, to return during of after their treatment. This population, although are special, reveal distinct questions from the populations with physical, mental or even sensorial disabilities. Thus, it justifies the necessity for the development of researches that consider the particularities of this population. Approaching the contemporary questions that the overabundance of facts, spaces and individualization of references underscore the need to give meaning to the present time, this research starts from the observation of the learning experiences in PE classes at a school in the city of São Paulo to understand the reasons why a student who attends a hospital school of the Instituto Oncológico Pediátrico/Grupo de Apoio a Adolescentes e Crianças com Câncer/Universidade Federal de São Paulo claims to not be understood by her school. Under the method of action research, approaches to the Habermas?s theory, whose focus aims to the practice of dialogue in the pursuit of agreement to solve problems installed in a particular society, and through the interviews that involve a student undergoing oncological treatment who has been losing her sight due to the disease, her doctor, her PE teacher, and one of the pedagogical coordinators from the school that she is enrolled. Since it?s about the local culture of a school environment and by the anthropologic place of living steps of life, it cyclically reflects the many and complex factors that interfere on the researched student?s life. Therefore, it concludes that the redefinition of the role played by the student who is an oncological patient with low sight occurs by: the autonomous formation of the student; constructing an environment where all participants learn; the understanding of the disease and its implications on the construction of the school curriculum; the space of the complementarity between school culture of PE and the possibilities and needs of severely ill student; the inclusion of professional training in places involving the school daily problem solving; to assume the individualizations that are presented on the whole, by those involved with the educational process of Basic Education; the parallel learning of teachers on other ways to reflect the issues of daily life and finally by the creation of formative artifacts that enable the exchange of roles without losing each one?s specificity.