Distance learning for teaching in physical education

Regina Celia A Silva,André Pontes Silva,Vera Lucia De F F E Silva Silva

doi:10.1590/s1980-6574201900010002

Abstract

Abstract The objective of this article is to show, by analyzing the curricula of the professional formation in Physical Education, that it is possible the formation of teachers in Distance Learning Physical Education courses since the act of reflecting before, during and after the pedagogical practice characterizes the quality of contemporary educational development. A qualitative research; the present study consists of an analysis of curricula and Professional Training of Distance Learning in Physical Education, subsidized in bibliographic research. As the traditional teaching model prioritizes the selection of the most skilled in the search for the hero athlete, the pedagogical proposal based on reflection is more interesting since not all students will be or wish to be athletes. In this way, distance learning for teaching in physical education seems to be an excellent educational strategy for our postmodern society.

Highlights

The first generation of Distance Education was formed in the period from 1728 to 1970 and was characterized by the use of postal correspondence and printed materials containing exercises and tasks[1].The highlight of the first generation of Distance Education occurred in the 1920s, due to the socio-political and economic context of the current capitalist industrial model at that time
We will be able to reflect and even rethink the already pre-established concepts regarding distance modality for undergraduate studies in physical education. This model has produced many discussions, as exposed by Neira[28]: With regard to the knowledge of Physical Education, we found a relevant aspect for the efficiency of the program: it was possible to “deconstruct” old representations through the use of methodologies that included activities of problematization of reality, discussion and reflection of school life
For eugenic needs during the 18th and 19th centuries in Europe, through scientific works based on Medicine, Biology and Pedagogical Gymnastics, several researchers used the expression “Physical Education” to refer to moral and intellectual formation, to the maintenance of health and physical preparation for military purposes of the current population[13,14]

Summary

Introduction

The first generation of Distance Education was formed in the period from 1728 to 1970 and was characterized by the use of postal correspondence and printed materials containing exercises and tasks[1]. The highlight of the first generation of Distance Education occurred in the 1920s, due to the socio-political and economic context of the current capitalist industrial model at that time. It is the educational process in which most communication is mediated by technologies capable of overcoming the physical distance between students and teachers, promoting access to the same set of information used in face-to-face professional training[3,4,5,6]. Despite the current technological evolution, Distance Education is not recent, as previously mentioned. Information and Communications Technology (ICT) and Internet access consolidated Distance Education in the act of teaching and learning

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Discussion

Conclusion