Physical Education and Emergency Remote Teaching: Perceptions of Different Subjects

• Autor(a) principal: Ferreira Júnior, José Antonio da Silva
• Data de Publicação: 2021
• Outros Autores: Vaz, Letícia Corrêa, Souza, Mauren Assis de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: EAD em Foco
• Texto Completo: https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/1580

The COVID-19 pandemic impacted Brazilian society, triggering measures to prevent the disease, restricting spaces considered to be high risk and inducing the closing of schools for an indefinite period. Thus, the Ministry of Education, through Ordinance No. 544, replaced in-person classes with remote classes during the pandemic, thus configuring emergency remote teaching. Institutionalized, this teaching encourages questions and uncertainties about its effects on the pedagogical process, mainly related to Physical Education due to its particular learning character. Thus, this work investigated the perceptions and impressions of different subjects involved in the teaching-learning process of school PE in the face of emergency remote teaching. Data collection took place by invitation, through a mixed questionnaire with ten open and closed questions, applied virtually. We used descriptive statistics of frequency and percentage and Bardin's Content Analysis (2011) for data analysis. The findings show that there are significant differences in perceptions about emergency remote teaching and its effects on the school process, dividing opinions and impressions on the subject. In addition, the data show more consistent perceptions regarding the loss of teacher/student relationships in the pedagogical process, access difficulties and the growth of students' physical inactivity during this period. Finally, despite the difficulties faced, the subjects characterize emergency remote teaching as a partially positive strategy for learning the curricular component Keywords: Physical education. Emergency remote learning. Perceptions. Subjects.