Self-acceptance and school physical education: narratives of adolescents with visual disabilities
DOI:
https://doi.org/10.18675/1981-8106.v33.n.66.s17002Keywords:
Body Image. Self-acceptance. Physical Education. Young People.Abstract
This study aimed to investigate perceptions about attitudes related to self-acceptance of adolescents with visual impairment, with special attention to the context of Physical Education classes. Sixteen adolescents with visual impairment, of both genders, with a mean age of 17.31 years (standard deviation [SD] = 2.06) participated in this research. Participants were selected from schools in Rio de Janeiro, Ceará, Paraná, São Paulo, Santa Catarina and Paraíba. Data collection was performed with semi-structured online interviews. The interviews were recorded, transcribed and analyzed using the content analysis technique. Three categories emerged and were discussed: (1) self-acceptance it was identified that the acceptance of disability is an important aspect related to the construct; (2) school environment and self-acceptance – situations such as bullying were evidenced, which are related to visual impairment; (3) school Physical Education and self-acceptance – self-acceptance is not an attitude commonly addressed in classes. The approach to self-acceptance in the school environment, especially in Physical Education classes, is essential for the integrated development of the body identity of visually impaired adolescents.
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