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This study aims to analyze how Physical Education teachers work to include students with disabilities in regular schools. The research is based on the theoretical and methodological assumptions of the cultural-historical perspective. The empirical part was conducted in two regular public schools. Observations focused on two Physical Education teachers during their intersubjective relations with students with disabilities and their peers. Video recordings were used for data collection and for recording the situations lived by teachers and students during classes. Through micro genetic analysis, evidence emerged that the teaching role is crucial in organizing opportunities for participation, learning, and development of students with disabilities, as long as they are offered strategies that take their unique characteristics in account.

POSSIBILIDADES DE ATUAÇÃO DO PROFESSOR DE EDUCAÇÃO FÍSICA NO PROCESSO DE APRENDIZAGEM DE ALUNOS COM DEFICIÊNCIA