Crítica ao trato com o conhecimento da educação física durante o ensino remoto emergencial: realidade em uma escola pública de João Pessoa - PB

Abstract

From the onset of the pandemic, despite the harsh reality of unemployment and deaths caused by COVID-19, schools tried to adapt by using strategies to keep in touch with their students, remote teaching was discussed as an example of this action. The main goal of this study was to analyze the reality of knowledge planning, participation and learning in physical education classes between 2020 and 2021, at the local School Antônio Santos Coelho Neto in João PessoaPB during remote teaching. The sample consisted of 14 people, 13 students from 7th grade A who answered a sociodemographic, participation and learning questionnaire and one physical education teacher from the second half of elementary school who, in addition to a sociodemographic questionnaire, academic background and reality during remote classes, also participated in a semi-structured interview on the selection, systematization and organization of contents. Two techniques were used for data analysis that were descriptive statistics and Bardin's content analysis, to arrive at an interpretation of a historical-dialectical materialistic nature. It was found that, within the reality of the school, of planning activities to send to students through a messaging app, without the teacher's in-person assistance, the family became the main responsible for mediating teaching, a task that is not its responsibility or domain. It is also important to highlight that teachers and principals needed to rethink their practices without the help of public policies or instructions from municipal or state educational organs of government and educational activities, in this teaching model, may have dissociated the triad content-form-recipient, by the disruption of the nature of education, making it difficult to achieve its specificity, planning the knowledge and learning in physical education classes.