Reconstruir a Educação Física na Indonésia: uma abordagem sociológica crítica da desigualdade estrutural e da inclusão
DOI:
https://doi.org/10.47197/retos.v71.117131Palavras-chave:
Educação inclusiva, Educação Física, desigualdade estrutural, formação de professores, inclusão de pessoas com deficiênciaResumo
Introdução: A Educação Física (EF) na Indonésia é cada vez mais reconhecida como uma plataforma para o desenvolvimento integral dos alunos. No entanto, as desigualdades estruturais continuam a restringir o acesso e a inclusão, especialmente para os alunos com deficiência e para aqueles que vivem em áreas marginalizadas.
Objectivo: Este estudo visa reconstruir o discurso e a estrutura da EF na Indonésia, adoptando uma abordagem sociológica crítica focada na desigualdade estrutural e nas práticas inclusivas.
Metodologia: Foi conduzida uma revisão sistemática da literatura seguindo as diretrizes PRISMA em cinco bases de dados académicas (Scopus, Web of Science, SAGE, Taylor & Francis e Google Scholar). A revisão centrou-se em artigos revistos por pares publicados entre 2015 e 2025 em inglês. Oito estudos foram analisados através de uma síntese temática.
Discussão: Os resultados destacam barreiras significativas, como a falta de formação inclusiva de professores, a implementação inconsistente de políticas e os défices de infraestruturas. São também destacados os avanços positivos em pedagogias adaptadas, como os jogos de motor, que promovem a participação inclusiva.
Conclusão: O estudo defende reformas sistémicas na Educação Física que integrem pedagogias críticas, alinhamento de políticas e formação inclusiva de professores. Uma abordagem sociológica pode transformar a Educação Física num espaço de equidade, de capacitação e de plena participação dos alunos.
Referências
Acevedo, S. M. (2022). Praxis-Oriented Research Toward a Liberatory Disability Politics: A Contem-plative Inquiry Approach. Cultural Studies ↔ Critical Methodologies, 22(6), 593–604. https://doi.org/10.1177/15327086221097070
Alhumaid, M. M. (2023). Primary Students’ Attitudes towards Peers with Disabilities in Physical Edu-cation in Saudi Arabia. Children, 10(3). https://doi.org/10.3390/CHILDREN10030580
Andriana, E., & Evans, D. (2021). Voices of students with intellectual disabilities: Experiences of transi-tion in “inclusive schools” in Indonesia. British Journal of Learning Disabilities, 49(3), 316–328. https://doi.org/10.1111/BLD.12411
Bann, D., Villadsen, A., Maddock, J., Hughes, A., Ploubidis, G. B., Silverwood, R., & Patalay, P. (2021). Changes in the behavioural determinants of health during the COVID-19 pandemic: gender, so-cioeconomic and ethnic inequalities in five British cohort studies. Journal of Epidemiology and Community Health, 75(12), 1136–1142. https://doi.org/10.1136/JECH-2020-215664
Beyazoğlu, G. (2021). Attitudes of Teachers Towards Inclusion of Students with Disabilities in Physical Education. Pakistan Journal of Medical and Health Sciences, 15(10), 3390–3393. https://doi.org/10.53350/PJMHS2115103390
Budiman, A., Nopembri, S., Supriadi, D., Sinulingga, A., & Andika, R. (2024). Interdisciplinary physical education: implementation and insights of indonesian pe teachers. Retos, 57, 607–615. https://doi.org/10.47197/RETOS.V57.105910
Burhaein, E., Tarigan, B., & Phytanza, D. T. P. (2020). The experiences and understandings of the K-13 curriculum implementation of Indonesian teachers of adapted physical education (APE). In-ternational Sports Studies, 42, 29–42. https://doi.org/10.30819/ISS.42-E.04
CÜLHA, A., & DEMİRTAŞ, H. (2023). Understanding a Group of Teachers Who Carry out a Duty in a Socioeconomically Disadvantageous Area in the Southeast of Turkey. International Journal of Contemporary Educational Research, 10(2), 510–521. https://doi.org/10.52380/IJCER.2023.10.2.382
de Andrade, M. S., Bicalho, A. V., da Silva Montalvão, A. V., Ferreira, C. E. A., Costa, D. G. D., da Silva, V. R., Stanele, W., & da Silva Triani, F. (2023). Social representations of physical education teachers about autism: analysis of theses and dissertations defended in brazilian graduate pro-grams. Retos, 48, 327–332. https://doi.org/10.47197/RETOS.V48.95719
Dimyati, A., Setiawan, E., Dewi, R. K., Meirizal, Y., Gani, R. A., Saputro, Y. D., Satrianingsih, B., Winarno, M. E., & Németh, Z. (2022). The Effect Of Movement Games On The Level Of Physical Fitness And Mental Health Of Students With Disabilities: Mixed Method. Physical Education Theory and Methodology, 22(4), 466–472. https://doi.org/10.17309/TMFV.2022.4.02
Easterbrook, M. J., & Hadden, I. R. (2021). Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions. Social Issues and Policy Review, 15(1), 180–236. https://doi.org/10.1111/SIPR.12070
Flynn, S. (2025). Intersectionality, childhood disability and rurality: What does rural life mean for di-sabled children and their families? Sociologia Ruralis, 65(1). https://doi.org/10.1111/SORU.12471
Friskawati, G. F., & Stephani, M. R. (2021). Analysis Research Trends of Physical Literacy in Indonesia. Jurnal Pendidikan Jasmani Dan Olahraga, 6(2). https://doi.org/10.17509/JPJO.V6I2.38298
Gani, I., Purwanto, S., & Wibowo, Y. A. (2023). Implementation of Inclusive Physical Education in Yog-yakarta Senior High Schools: Teacher Experience. Advances in Health Sciences Research, 265–275. https://doi.org/10.2991/978-94-6463-356-6_30
Goodley, D., Lawthom, R., Liddiard, K., & Runswick-Cole, K. (2019). Provocations for Critical Disability Studies. Disability &Amp; Society, 34(6), 972–997. https://doi.org/10.1080/09687599.2019.1566889
Greiner, R. (2022). Towards Critical Studies of Disabilities: engaging Latin American theoretical pers-pectives on Congenital Zika Syndrome. Horizontes Antropológicos, 28(64), 143–172. https://doi.org/10.1590/S0104-71832022000300006
Hiskya, H. J., Guntur, Muktiani, N. R., Purwanto, D., Setyawan, D. A., & Bakar, A. (2025). Learning Out-comes in Physical Education in Elementary Schools at the Indonesia-Papua New Guinea Bor-der: The Associations between Learning Environment, Student Motivation, and Sports Facili-ties. International Journal of Human Movement and Sports Sciences, 13(3), 491–496. https://doi.org/10.13189/SAJ.2025.130301
Kayam, O., & Mishani-Uval, Y. (2020). The Experiences and Perspectives of Adults with Disabilities in Physical Education Studies. Advances in Physical Education, 10(03), 169–186. https://doi.org/10.4236/APE.2020.103015
Kim, M. (2023). Characteristics of the Educational Status of Special Education Schools for the Physi-cally Disabled in South Korea; Through Text Mining Analyses of School Goals and School Eva-luations. Asian Journal of Human Services, 25(0), 157–176. https://doi.org/10.14391/AJHS.25.157
Leal, C. D., Valdebenito, P. M., & Peña-Baeza, A. (2023). Pedagogical guidelines for the inclusion of students with disabilities in Physical Education and Health: A review of Chilean ministerial do-cumentation. Retos, 49, 817–827. https://doi.org/10.47197/RETOS.V49.97755
Letshokotla, T. M., Maleka, D., Galantino, M. L., & Nkuna, R. (2024). Sport development in rural schools of Lephalale in Limpopo province: Barriers and facilitators. South African Journal of Physiotherapy, 80(1). https://doi.org/10.4102/SAJP.V80I1.2004
Li, Y., & Tan, Q. (2022). Can preservice physical educators’ implicit attitude toward students with disa-bilities be changed by adapted physical education training program? Based on an Implicit As-sociation Test. Quality in Sport, 8(1), 39–54. https://doi.org/10.12775/QS.2021.08.01.004
Lourenço, C., Ferreira, J. P., & Van Munster, M. de A. (2023). Content validation of the instrument “In-dividualized Teaching Plan applied to Physical Education” - A Proposal for Intervention in Por-tugal. Retos, 48, 439–449. https://doi.org/10.47197/RETOS.V48.96107
Mahendra, A., Budiman, D., Stephani, M. R., Suntoda, A., Budiana, D., Lubay, L. H., Slamet, S., Sumarno, G., Wibowo, R., Putri, W., Anira, A., & Nugroho, W. A. (2020). Adaptive Physical Education Teachers’ Profile in Indonesia: The Opportunity of Improving Adaptive Physical Education Sta-tus. TEGAR: Journal of Teaching Physical Education in Elementary School, 4(1). https://doi.org/10.17509/TEGAR.V4I1.28971
May, E. (2024). Critical pedagogy and disability in participatory research: a review. Information and Learning Sciences, 125(7/8), 437–455. https://doi.org/10.1108/ILS-02-2023-0021
Melesse, D. Y., Mutua, M. K., Choudhury, A., Wado, Y. D., Faye, C. M., Neal, S., & Boerma, T. (2020). Adolescent sexual and reproductive health in sub-Saharan Africa: who is left behind? BMJ Glo-bal Health, 5(1). https://doi.org/10.1136/BMJGH-2019-002231
Miao, Q. (2024). Harnessing Physical Training Resolve through the Modernization of Large-Scale Sports Venues in Selected Colleges in Henan Province, China. International Journal of Social Science and Human Research, 07(10). https://doi.org/10.47191/IJSSHR/V7-I10-55
Nanjarí-Miranda, R., & Fernández-Vergara, O. (2024). Trajectories of female sports practice as expla-natory variables of the vocation for Physical Education Pedagogy. Retos, 55, 1070–1080. https://doi.org/10.47197/RETOS.V55.104427
Pickard, B. (2020). A critical reflection on the Health and Care Professions Council Standards of Profi-ciency for music therapists: A critical disability studies perspective. British Journal of Music Therapy, 34(2), 82–94. https://doi.org/10.1177/1359457520971812
Priyono, A., Sahudi, U., & Hendrayana, Y. (2021). Improvement on gross motor skills of intellectual disability students through games. International Journal of Human Movement and Sports Sciences, 9(4), 20–24. https://doi.org/10.13189/SAJ.2021.091304
Razali, Mansur, Blegur, J., Berliana, Ilham, M., Alif, M. N., Sintiani, I., Souisa, M., Lubis, A. E., & Tlonaen, Z. A. (2024). Teaching Life Skills to Students with Disabilities in Physical Education: Publica-tion Trend in the Last 51 Years. Retos, 59, 881–891. https://doi.org/10.47197/RETOS.V59.107669
Rohrbacher, M., & Hasselhorn, H. M. (2023). The contribution of work and health-related lifestyle to educational inequalities in physical health among older workers in Germany. A causal media-tion analysis with data from the lidA cohort study. Plos One, 18(8). https://doi.org/10.1371/JOURNAL.PONE.0285319
Sari, M., Nazirun, N., Purwanto, S., Rahmadani, A., Omar-Fauzee, M. S., & Abdullah, N. M. (2025). Vali-dating the Physical Educators’ Attitude Toward Teaching Individuals with Disabilities III (PEATID III) Instrument for Physical Education Teachers: Supporting Inclusive Education in Indonesia. Physical Education Theory and Methodology, 25(2), 340–347. https://doi.org/10.17309/TMFV.2025.2.15
Sun, J., Lyu, S., & Zhao, R. (2020). Socioeconomic Inequality in Health Outcomes Among the Elderly: Evidence from a Cross-Sectional Study in China</p> Risk Management and Healthcare Policy, Volume 13, 397–407. https://doi.org/10.2147/RMHP.S248019
Swadesi, I. K. I., Kanca, I. N., & Wijaya, M. A. (2021). Analysis of Problems and Challenges in Teaching Sports, Health and Physical Education to Students with Disabilities. Advances in Social Science, Education and Humanities Research, 566. https://doi.org/10.2991/ASSEHR.K.210715.057
Utami, N. A. B. (2025). Exploring physical education teachers’ perspectives on inclusive education in Bandung, Indonesia. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2025.2490591
Wibowo, C., Nopiyanto, Y. E., Pulungan, P. L. S., Dese, D. C., Kinasih, A., Kardi, I. S., Ibrahim, Aryanti, S., & Insanistyo, B. (2024). Dynamics of inland Papuan students integrating local culture and con-temporary physical education curriculum. Retos, 60, 156–165. https://doi.org/10.47197/RETOS.V60.107278
Блавт, О. (2022). Individualization of the Educational Process of Inclusive Physical Education of Stu-dents with Disabilities. Journal of Learning Theory and Methodology, 3(2), 65–70. https://doi.org/10.17309/JLTM.2022.2.03
Downloads
Publicado
Edição
Secção
Licença
Direitos de Autor (c) 2025 Dwi Priyo Utomo, Oman Sukmana, Nosita Br. Tarigan
Este trabalho encontra-se publicado com a Licença Internacional Creative Commons Atribuição-NãoComercial-SemDerivações 4.0.
Autores que publicam nesta revista concordam com os seguintes termos:
- Autores mantém os direitos autorais e assegurar a revista o direito de ser a primeira publicação da obra como licenciado sob a Licença Creative Commons Attribution que permite que outros para compartilhar o trabalho com o crédito de autoria do trabalho e publicação inicial nesta revista.
- Os autores podem estabelecer acordos adicionais separados para a distribuição não-exclusiva da versão do trabalho publicado na revista (por exemplo, a um repositório institucional, ou publicá-lo em um livro), com reconhecimento de autoria e publicação inicial nesta revista.
- É permitido e os autores são incentivados a divulgar o seu trabalho por via electrónica (por exemplo, em repositórios institucionais ou no seu próprio site), antes e durante o processo de envio, pois pode gerar alterações produtivas, bem como a uma intimação mais Cedo e mais do trabalho publicado (Veja O Efeito do Acesso Livre) (em Inglês).
Esta revista é a "política de acesso aberto" de Boai (1), apoiando os direitos dos usuários de "ler, baixar, copiar, distribuir, imprimir, pesquisar, ou link para os textos completos dos artigos". (1) http://legacy.earlham.edu/~peters/fos/boaifaq.htm#openaccess
