Social Control over Bodies with Disabilities and Reverse Inclusion: Human Rights at Stake

The study sought to understand how the practice of reverse inclusion through sitting volleyball in the school environment has the potential to contribute to the social inclusion of people with disabilities, helping to mitigate the barriers (architectural, communicational, methodological, instrumental, programmatic and attitudinal) imposed by society and that exert social control over their lives, and how reverse inclusion can contribute to educating society to adapt to the needs of people with disabilities. Study conducted with a qualitative approach, through bibliographic research, carried out in books and scientific papers published between 2000 and 2020, in addition to Brazilian legislation on the subject. Reverse inclusion is understood in school practice as a project to immerse people who are considered “without disabilities” in a sensitizing universe full of the aforementioned barriers. Paradoxically, the study found that Brazil has a current regulatory structure that is in line with international treaties and conventions, although society continues to exert oppression on these bodies with disabilities, both actively and deliberately (in the form of inaccessible architecture; limitations on access to the world of work, etc.), and passively, treating people with disabilities with pity, inferiority, discrimination and/or subordination. The study identified a gap in the academic formation of physical education teachers to deal with diversity and the oppressions exerted on people with disabilities. It is suggested that further studies be carried out as a way to advance in overcoming the barriers that prevent the inclusion of this segment of the population and the full exercise of their rights.