The physical education teacher and the obstacles to the schoolig of students with disabilities

In the school context, inclusion in Physical Education (PE) classes should offer the student the opportunity to attend and have quality education, meeting their needs. Thus, the present study aimed to: investigate how the process of inclusion of students with disabilities in PE classes in the city of Manaus takes place, from the perspective of teachers. The research is characterized as descriptive with a qualitative approach and was carried out in 2 (two) municipal schools in Manaus, where 3 (three) Physical Education teachers were interviewed. For data collection, a semi-structured interview guide was applied and the findings were submitted to the Content Analysis Technique. The categories for analysis were pre-established from the interview script. The results are discussed in the categories: Training and Student participation.We realized that despite the significant advances in the core of education rights for people with disabilities, it is still possible to identify attitudes that reveal a hidden exclusion, in which professionals define "if" or "who" will participate or not in their classes using its own criteria. In the manauara context, there was a lack of PE professionals working in schools. In addition to PE teachers' attitudes and decision-making, it is understood that the school is a democratic space, in constant evolution that requires teamwork and a macro organizational restructuring aimed at learning, participation and access of all students.