Da quadra ao retângulo: experiências de docentes de educação física na pandemia

• Ano de defesa: 2022
• Autor(a) principal: Santos, Gilmar Alves Almeida
• Orientador(a): Almeida, Cleide Rita Silvério de
• Banca de defesa: Almeida, Cleide Rita Silvério de, Severino, Antônio Joaquim, Martins, Ida Carneiro, Silva, Mauricio Pedro da, Gimenez, Roberto
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Nove de Julho
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Educação
• País: Brasil
• Palavras-chave em Português: educação; educação física; pandemia; experiências docentes; ensino remoto
• Palavras-chave em Inglês: education; physical education; pandemic; teacher experience; remote learning
• Palavras-chave em Espanhol: educación; educación física; pandemia; experiencias docentes; aprendizaje a distancia
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bibliotecatede.uninove.br/handle/tede/2954

This present dissertation, elaborated on a qualitative approach, resorted to theoretical and empirical research in order to deal with the experience of ten first grade Physical Education (P.E.) teachers during the pandemic period. The objective was reporting the personal experience from each of the teachers regarding their approaches of learning-teaching during a period where remote only classes were enforced. The theoretical framework was supported on the ideas of three contemporary thinkers: Edgar Morin, Boaventura de Souza Santos and Yuval Harari, who bring issues that dialogue with this work, concerned with the crisis that we are currently facing and published works during the pandemic. Further more, academic studies dealing with the matter of Physical Education in kindergarten and elementary school during the pandemic. In relation to the empirical analysis, reports were collected through electronic forms from first grade P.E. teachers working at public schools. The results demonstrate that socioeconomical issues were a few of the determining factors for the abrupt communication between teachers and students, where the lack of access to features provided by eletronic devices, internet, adequate physical space and ludic and didactic materials interfered with the classroom development.