A educação física escolar no ensino remoto emergencial

Abstract

This study makes a bibliographic review of the articles available on the CAPES portal from 2020 to January 2022, aiming to understand how basic education teachers worked with Physical Education during emergency remote teaching caused by the COVID-19 pandemic. Searching for the descriptors “Physical Education” and “remote” within the time frame described, 15 articles were selected to compose the analyzed sample. It was possible to identify that predominantly theoretical contents were prioritized, such as health and life quality. Various digital platforms were used to keep in touch with students, such as video conferences and instant messaging apps, however, not all students had access to the internet, which made the availability of printed activities recurrent. It was also noticeable that practical activities were impaired and could not be satisfactorily replaced, which left a gap in their formation. Teachers reported overwork and difficulties in adapting to the molds of remote teaching given the specificities of Physical Education and the lack of training to work with digital technologies. With this, we conclude that for remote teaching to be useful in non-pandemic times, it is necessary to guarantee access to digital technologies for all students, ensure a specific time to carry out face-to-face activities and promote continuous training for teachers