Os desafios da educação física escolar no ensino remoto emergencial: a perspectiva de docentes da Rede Pública Estadual de Bauru/SP
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Data
2022-03-10
Autores
Pereira, Valquiria da Silva
Título da Revista
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O Ensino Remoto Emergencial foi adotado pelas redes de educação para dar continuidade às atividades pedagógicas durante o período de suspensão das aulas presenciais nas escolas em decorrência da pandemia da Covid-19 e foi elaborado para oferecer acesso temporário dos conteúdos presentes no currículo que seriam ofertados nas aulas presenciais. A partir disso, começou a surgir diferentes preocupações de como ficaria a qualidade da educação no país ao longo do ano e quais desafios surgiriam com a retomada das atividades presenciais pós pandemia. O objetivo geral deste estudo foi investigar as experiências de professores e professoras de Educação Física, dos anos iniciais do ensino fundamental, acerca do Ensino Remoto Emergencial em suas aulas durante a pandemia de COVID-19, tendo como especificidade analisar as percepções dos/as professores/as sobre os enfrentamentos das práticas pedagógicas desenvolvidas no mesmo cenário pandêmico. A pesquisa de caráter exploratório de natureza qualitativa consiste em estudar um sujeito que foi pouco explorado com base no seu relato de experiência, sendo que, participaram efetivamente da entrevista agendada 8 professores de Educação Física que atuam ou atuaram com os anos iniciais do Ensino Fundamental em 2020/2021 com Ensino Remoto Emergencial. Concluiu-se que os principais pontos que geram conflitos na continuidade das aulas são: a acessibilidade a tecnologia, a falta de apoio dos pais/mães e responsáveis, investimentos na formação continuada dos professores de Educação Física da Educação Básica com as Tecnologias Digitais de Informação e Comunicação e metodologias aplicáveis para o ensino-aprendizagem dos alunos não apenas em situações emergenciais. Nesse sentido, sinalizamos a importância da continuidade de pesquisas com o Ensino Remoto Emergencial, a fim de promover uma compreensão do cenário pandêmico nas aulas de Educação Física e contribuir para a formação humanizadora dos estudantes. Essas contribuições nos ajudam a refletir cada vez mais sobre os impactos que a pandemia causou na Educação Brasileira e a pontuar os problemas e facilidades das Tecnologias Digitais da Informação e Comunicação durante a pandemia de COVID-19.
Emergency Remote Teaching was adopted by education networks to continue pedagogical activities during the period of suspension of face-to-face classes in schools due to the Covid-19 pandemic and was designed to offer temporary access to the content present in the curriculum that would be offered in schools. classroom lessons. From this, different concerns began to arise about how the quality of education in the country would look throughout the year and what challenges would arise with the resumption of face-to-face activities after the pandemic. The general objective of this study was to investigate the experiences of Physical Education teachers, from the early years of elementary school, about Emergency Remote Teaching in their classes during the COVID-19 pandemic, with the specificity of analyzing the perceptions of teachers /as on the confrontations of pedagogical practices developed in the same pandemic scenario. The exploratory research of a qualitative nature consists of studying a subject who was little explored based on his experience report, and 8 Physical Education teachers who work or worked with the initial years of Elementary School in 2020/2021 with Emergency Remote Teaching. It was concluded that the main points that generate conflicts in the continuity of classes are: accessibility to technology, lack of support from parents and guardians, investments in the continued training of Physical Education teachers in Basic Education with Digital Information Technologies and Communication and methodologies applicable to the teaching-learning of students not only in emergency situations. In this sense, we signal the importance of continuing research with Emergency Remote Teaching, in order to promote an understanding of the pandemic scenario in Physical Education classes and contribute to the humanizing training of students. These contributions help us to reflect more and more on the impacts that the pandemic has had on Brazilian Education and to point out the problems and facilities of Digital Information and Communication Technologies during the COVID-19 pandemic.
Emergency Remote Teaching was adopted by education networks to continue pedagogical activities during the period of suspension of face-to-face classes in schools due to the Covid-19 pandemic and was designed to offer temporary access to the content present in the curriculum that would be offered in schools. classroom lessons. From this, different concerns began to arise about how the quality of education in the country would look throughout the year and what challenges would arise with the resumption of face-to-face activities after the pandemic. The general objective of this study was to investigate the experiences of Physical Education teachers, from the early years of elementary school, about Emergency Remote Teaching in their classes during the COVID-19 pandemic, with the specificity of analyzing the perceptions of teachers /as on the confrontations of pedagogical practices developed in the same pandemic scenario. The exploratory research of a qualitative nature consists of studying a subject who was little explored based on his experience report, and 8 Physical Education teachers who work or worked with the initial years of Elementary School in 2020/2021 with Emergency Remote Teaching. It was concluded that the main points that generate conflicts in the continuity of classes are: accessibility to technology, lack of support from parents and guardians, investments in the continued training of Physical Education teachers in Basic Education with Digital Information Technologies and Communication and methodologies applicable to the teaching-learning of students not only in emergency situations. In this sense, we signal the importance of continuing research with Emergency Remote Teaching, in order to promote an understanding of the pandemic scenario in Physical Education classes and contribute to the humanizing training of students. These contributions help us to reflect more and more on the impacts that the pandemic has had on Brazilian Education and to point out the problems and facilities of Digital Information and Communication Technologies during the COVID-19 pandemic.
Descrição
Palavras-chave
Ensino à distância, Educação física (Ensino fundamental), Ensino fundamental, Elementary schools