Maria Luíza Tanure Alves
Datos Biográficos
| ID | 1496147 |
|---|---|
| NOMBRE | Maria Luíza Tanure Alves |
| NOMBRES | Maria Luíza Tanure |
| APELLIDO | Alves |
| FIRMA | ALVES M L T |
| AFILIACIONES | Universidade Estadual de Campinas (UNICAMP) |
| ORCID | 0000-0001-8590-5770 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 10 |
| TOTAL DE CITAS | 6 |
| TOTAL COMO AUTOR | 10 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2013 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 2 |
Epistemic injustice in physical education and sport
This paper examines epistemic injustice as a valuable epistemological lens for critical disability studies (CDS) researchers examining issues of equity and social justice in physical education (PE) and sport. Drawing on the work of Miranda Fricker, we examine the ways in which knowledge production related to PE and sport for disabled youth may perpetuate injustices through affording excess credibility to those in positions of power who may have n…
Questioning body-normativity dominance in inclusive physical education
Grounded in Critical Disability Studies, this study examines how mechanisms of oppression are recurrently legitimized in relation to Disabled students in Physical Education (PE). Drawing on bell hooks’ perspective, this study explores recurring logics of domination, thereby deepening understandings of how oppression is produced and sustained in PE. Using a post-structuralist approach, we conducted qualitative interviews with nine PE teachers to e…
School physical education and disabled students
School physical education (PE) has been presented as a privilege for socially dominant groups recognized by their non-disabled bodies.This study aims to investigate the introduction of a 5-week Paralympic sports unit into the PE curriculum as an educational right for disabled students through its recognition as official knowledge representative of their physical abilities and educational right in PE classes.With a poststructuralist perspective, w…
Educação Física inclusiva
O objetivo deste estudo foi investigar o acesso, a participação e a aprendizagem sob a percepção de estudantes com deficiência física e visual nas aulas de EF. Com caráter qualitativo descritivo, o estudo utilizou-se como instrumento um questionário virtual e contou com a participação de 45 estudantes e egressos, entre 15 e 25 anos. Os resultados mostraram que as barreiras referentes ao acesso, participação e aprendizagem ainda persistem nas aula…
The ‘normal’ physical education classes
The study aims to understand the ableism facing the presence of disabled students in physical education (PE) classes. Through a case study with an exploratory qualitative design, we captured the inclusion (or lack thereof) of disabled students through the perspectives of three PE teachers who participated in this study over one school year. The teachers completed a weekly reflective journal with field notes, and participated in two focus group in…
The invisible student in physical education classes
Students with disabilities have described issues related to participating in activities during physical education (PE) classes with feelings of being excluded. This study investigates the inclusive process of the Deaf or hard of hearing students in school from the specific context of PE class. Qualitative research using semi-structured face to face interviews were utilised with a convenience sample of seven Deaf or Hard of hearing students. All i…
A participação de jovens com deficiência visual em aulas de Educação Física
Este estudo buscou analisar a participação de alunos cegos e com baixa visão em aulas de Educação Física. A coleta de dados contou com aplicação de questionário a 50 jovens praticantes de goalball (27 meninas), com idade entre 13 e 19 anos. Os achados apontaram acentuada redução da participação nas aulas de Educação Física na Rede Regular na medida em que aumentava a limitação visual. As principais barreiras destacadas foram: a falta de colaboraç…
I didn’t do anything, I just watched’
Teachers in physical education (PE) classes continue to face problems promoting effective participation of students with disabilities. To better comprehend these issues, we need to advance discussions on PE programming and curricula, as well as the values about ability and performance that are communicated through these mediums. Difficulties with inclusion in this specific educational context are associated with more than simply a lack of adaptat…
A Pesquisa Em Atividade Física Adaptada
O texto aborda a construção da Atividade Física Adaptada (AFA) como área de conhecimento, abordando seu desenvolvimento, objetos de estudos, métodos e resultados alcançados. Estudos epistemológicos definem a AFA como um campo de conhecimentos cross-disciplinar, com foco em três pontos: 1) Adaptação; 2) Diferenças Individuais; 3) Atividade Física. Há predominância pelo design quantitativo com crescimento nos estudos qualitativos. No campo da educa…
Inclusão Social E O Aluno Com Síndrome De Down
O estudo tem como objetivo analisar a inclusão social de crianças com deficiência intelectual nas aulas de educação física escolar. Foi aplicado o teste sociométrico no início e final do ano letivo para identificação e análise do status social do aluno com deficiência intelectual. Participaram do estudo um aluno com síndrome de Down da 3a. série do ensino fundamental e seus 32 colegas de classe. O aluno com SD encontrou dificuldades para interaçã…
The ‘normal’ physical education classes
The study aims to understand the ableism facing the presence of disabled students in physical education (PE) classes. Through a case study with an exploratory qualitative design, we captured the inclusion (or lack thereof) of disabled students through the perspectives of three PE teachers who participated in this study over one school year. The teachers completed a weekly reflective journal with field notes, and participated in two focus group in…
I didn’t do anything, I just watched’
Teachers in physical education (PE) classes continue to face problems promoting effective participation of students with disabilities. To better comprehend these issues, we need to advance discussions on PE programming and curricula, as well as the values about ability and performance that are communicated through these mediums. Difficulties with inclusion in this specific educational context are associated with more than simply a lack of adaptat…
Inclusão Social E O Aluno Com Síndrome De Down
O estudo tem como objetivo analisar a inclusão social de crianças com deficiência intelectual nas aulas de educação física escolar. Foi aplicado o teste sociométrico no início e final do ano letivo para identificação e análise do status social do aluno com deficiência intelectual. Participaram do estudo um aluno com síndrome de Down da 3a. série do ensino fundamental e seus 32 colegas de classe. O aluno com SD encontrou dificuldades para interaçã…
A Pesquisa Em Atividade Física Adaptada
O texto aborda a construção da Atividade Física Adaptada (AFA) como área de conhecimento, abordando seu desenvolvimento, objetos de estudos, métodos e resultados alcançados. Estudos epistemológicos definem a AFA como um campo de conhecimentos cross-disciplinar, com foco em três pontos: 1) Adaptação; 2) Diferenças Individuais; 3) Atividade Física. Há predominância pelo design quantitativo com crescimento nos estudos qualitativos. No campo da educa…
I didn’t do anything, I just watched’
Teachers in physical education (PE) classes continue to face problems promoting effective participation of students with disabilities. To better comprehend these issues, we need to advance discussions on PE programming and curricula, as well as the values about ability and performance that are communicated through these mediums. Difficulties with inclusion in this specific educational context are associated with more than simply a lack of adaptat…
A participação de jovens com deficiência visual em aulas de Educação Física
Este estudo buscou analisar a participação de alunos cegos e com baixa visão em aulas de Educação Física. A coleta de dados contou com aplicação de questionário a 50 jovens praticantes de goalball (27 meninas), com idade entre 13 e 19 anos. Os achados apontaram acentuada redução da participação nas aulas de Educação Física na Rede Regular na medida em que aumentava a limitação visual. As principais barreiras destacadas foram: a falta de colaboraç…
The invisible student in physical education classes
Students with disabilities have described issues related to participating in activities during physical education (PE) classes with feelings of being excluded. This study investigates the inclusive process of the Deaf or hard of hearing students in school from the specific context of PE class. Qualitative research using semi-structured face to face interviews were utilised with a convenience sample of seven Deaf or Hard of hearing students. All i…
Educação Física inclusiva
O objetivo deste estudo foi investigar o acesso, a participação e a aprendizagem sob a percepção de estudantes com deficiência física e visual nas aulas de EF. Com caráter qualitativo descritivo, o estudo utilizou-se como instrumento um questionário virtual e contou com a participação de 45 estudantes e egressos, entre 15 e 25 anos. Os resultados mostraram que as barreiras referentes ao acesso, participação e aprendizagem ainda persistem nas aula…
The ‘normal’ physical education classes
The study aims to understand the ableism facing the presence of disabled students in physical education (PE) classes. Through a case study with an exploratory qualitative design, we captured the inclusion (or lack thereof) of disabled students through the perspectives of three PE teachers who participated in this study over one school year. The teachers completed a weekly reflective journal with field notes, and participated in two focus group in…
School physical education and disabled students
School physical education (PE) has been presented as a privilege for socially dominant groups recognized by their non-disabled bodies.This study aims to investigate the introduction of a 5-week Paralympic sports unit into the PE curriculum as an educational right for disabled students through its recognition as official knowledge representative of their physical abilities and educational right in PE classes.With a poststructuralist perspective, w…
Epistemic injustice in physical education and sport
This paper examines epistemic injustice as a valuable epistemological lens for critical disability studies (CDS) researchers examining issues of equity and social justice in physical education (PE) and sport. Drawing on the work of Miranda Fricker, we examine the ways in which knowledge production related to PE and sport for disabled youth may perpetuate injustices through affording excess credibility to those in positions of power who may have n…
Questioning body-normativity dominance in inclusive physical education
Grounded in Critical Disability Studies, this study examines how mechanisms of oppression are recurrently legitimized in relation to Disabled students in Physical Education (PE). Drawing on bell hooks’ perspective, this study explores recurring logics of domination, thereby deepening understandings of how oppression is produced and sustained in PE. Using a post-structuralist approach, we conducted qualitative interviews with nine PE teachers to e…
Inclusion and Disability in Education and Sport (10 obras) · Pedagogy (5 obras) · Physical Education and Pedagogy (5 obras) · Psychology (5 obras) · Disability Rights and Representation (4 obras) · Hearing Impairment and Communication (4 obras) · Humanities (4 obras) · Mathematics education (4 obras) · Physical education (4 obras) · Physical Education and Sports Studies (4 obras)