Possibilidades e dificuldades do ensino de educação física na pandemia Covid-19: experiências na residência pedagógica

Abstract

The objective of the article was to identify the possibilities and difficulties of teaching Physical Education in the context of the Covid-19 pandemic, glimpsing the contributions of the Pedagogical Residence Program (PRP) to the initial training of future teachers. The approach was qualitative, through documentary study, experience reports and interviews with the twenty residents participating in the 2nd edition 2020-2021 of the subproject. In the first moment, a documentary analysis of the records (documentary and recordings) posted in the virtual learning environment of the EF subproject was carried out and in the second moment, interviews were carried out from the Google Meet platform with questions directed to the conducting experience with regard to content procedures , possibilities and difficulties experienced in the course of the PRP stages and importance for training. The results showed that the 2nd edition of the PRP was created in the context of the Covid-19 pandemic; made it possible to monitor the construction of the legal bases that institutionalized remote teaching and the return to face-to-face activities, as well as the interfaces with the boiling social and educational context. Interlocution with residents was marked by the identification of countless hardships and moments of realignment of pedagogical know-how in the context of the virtual environment and face-to-face feedback. The school floor, even if experienced behind a cold screen of the computer and/or cell phone, once again provided the opportunity for residents to identify that difficulties in the teaching path require a critical reflection on the role of the Physical Education teacher in basic education. The objective of the article was to identify the possibilities and difficulties of teaching Physical Education in the context of the Covid-19 pandemic, glimpsing the contributions of the Pedagogical Residence Program (PRP) to the initial training of future teachers. The approach was qualitative, through documentary study, experience reports and interviews with the twenty residents participating in the 2nd edition 2020-2021 of the subproject. In the first moment, a documentary analysis of the records (documentary and recordings) posted in the virtual learning environment of the EF subproject was carried out and in the second moment, interviews were carried out from the Google Meet platform with questions directed to the conducting experience with regard to content procedures , possibilities and difficulties experienced in the course of the PRP stages and importance for training. The results showed that the 2nd edition of the PRP was created in the context of the Covid-19 pandemic; made it possible to monitor the construction of the legal bases that institutionalized remote teaching and the return to face-to-face activities, as well as the interfaces with the boiling social and educational context. Interlocution with residents was marked by the identification of countless hardships and moments of realignment of pedagogical know-how in the context of the virtual environment and face-to-face feedback. The school floor, even if experienced behind a cold screen of the computer and/or cell phone, once again provided the opportunity for residents to identify that difficulties in the teaching path require a critical reflection on the role of the Physical Education teacher in basic education.