Desafios do trabalho docente em Educação Física Escolar durante a pandemia

Abstract

The need to suspend classroom classes as a result of the COVID-19 pandemic made public and private education units adopt the remote teaching mode and, for this purpose, the compulsory use of Information and Communication Technologies began (ICT), disrupting ongoing teaching-learning processes and suspending the interaction and experiences provided by the school environment. In this context, the general objective of this work is to critically analyze the discourses of teachers regarding teaching in Emergency Remote Teaching in Physical Education at School. As specific objectives, the research seeks to: a) investigate the challenges faced by these teachers in relation to Emergency Remote Teaching and b) discuss to what extent the use of the virtual platform can enable the pedagogical practice of Physical Education ensuring the Minimum Curriculum of State. To achieve these goals, data were collected from semi-structured interviews conducted by WhatsApp, transcribed in full and analyzed by approaching the methods of analysis in the light of the Critical Discourse Theory. The research is thus supported by the theoretical contributions of the Critical Discourse Analysis in its main exponent, Norman Fairclough (2001) and was carried out with teachers from the final years of Elementary School of the State Network, located in Angra do Reis, southern region of Brazil. Rio de Janeiro. The results of the analyzes showed that the process of interaction and socialization of Physical Education classes has been shifted from the collective to the individual and isolated, and the greatest challenges of classes for Remote Emergency Education are related to the methodology; poor remote access to achieve student learning; lack of motivation on the part of teachers and students and the absence of a collective space for their activities to take place.