THE RELATIONSHIP BETWEEN PHYSICAL EDUCATION AND REMOTE EDUCATION IN THE PERCEPTION OF PUBLIC AND PRIVATE SCHOOL TEACHERS
Autor(a) principal: | |
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Data de Publicação: | 2024 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Didática Sistêmica |
Texto Completo: | https://periodicos.furg.br/redsis/article/view/15510 |
Resumo: | The objective of this article was to understand the challenges and possibilities that permeated the pedagogical practices conducted by Physical Education teachers from public and private schools in the city of Rio de Janeiro in remote teaching. This is a descriptive research, supported by Content Analysis, which examined the responses of eight teachers who worked with remote teaching in the second segment of elementary school. The results showed that the challenges and potentialities focused on the Relation between theory and practice; the teacher-student interaction; the Participation and motivation of students in classes; o Use of technologies in Physical Education classes; the conceptual, procedural and attitudinal dimensions of knowledge in Physical Education. Teachers pointed out that the insertion of technology, on the one hand, facilitated communication between teachers and students, but it was also a barrier, since part of the public school students did not have equipment or connectivity to follow classes. Physical Education, as a curricular component that maintains a more direct relationship with the body in movement, had greater difficulties than the others, since the dynamics of remote classes made them excessively conceptual, as well as the classes were left without the typical interaction face-to-face due to the virtual environment |
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THE RELATIONSHIP BETWEEN PHYSICAL EDUCATION AND REMOTE EDUCATION IN THE PERCEPTION OF PUBLIC AND PRIVATE SCHOOL TEACHERSLA RELACIÓN ENTRE LA EDUCACIÓN FÍSICA Y LA EDUCACIÓN A DISTANCIA EN LA PERCEPCIÓN DE DOCENTES DE ESCUELAS PÚBLICAS Y PRIVADASA RELAÇÃO DA EDUCAÇÃO FÍSICA COM O ENSINO REMOTO NA PERCEPÇÃO DOS PROFESSORES DE ESCOLAS PÚBLICAS E PRIVADASThe objective of this article was to understand the challenges and possibilities that permeated the pedagogical practices conducted by Physical Education teachers from public and private schools in the city of Rio de Janeiro in remote teaching. This is a descriptive research, supported by Content Analysis, which examined the responses of eight teachers who worked with remote teaching in the second segment of elementary school. The results showed that the challenges and potentialities focused on the Relation between theory and practice; the teacher-student interaction; the Participation and motivation of students in classes; o Use of technologies in Physical Education classes; the conceptual, procedural and attitudinal dimensions of knowledge in Physical Education. Teachers pointed out that the insertion of technology, on the one hand, facilitated communication between teachers and students, but it was also a barrier, since part of the public school students did not have equipment or connectivity to follow classes. Physical Education, as a curricular component that maintains a more direct relationship with the body in movement, had greater difficulties than the others, since the dynamics of remote classes made them excessively conceptual, as well as the classes were left without the typical interaction face-to-face due to the virtual environmentEl objetivo de este artículo fue comprender los desafíos y posibilidades que permeaban las prácticas pedagógicas realizadas por profesores de Educación Física de escuelas públicas y privadas de la ciudad de Río de Janeiro en la enseñanza a distancia. Se trata de una investigación descriptiva, apoyada en Análisis de Contenido, que examinó las respuestas de ocho docentes que trabajaban con la enseñanza a distancia en el segundo segmento de la enseñanza fundamental. Los resultados mostraron que los desafíos y potencialidades se centraron en la Relación entre teoría y práctica; la interacción profesor-alumno; la Participación y motivación de los alumnos en las clases; o Uso de tecnologías en las clases de Educación Física; las dimensiones conceptuales, procedimentales y actitudinales del conocimiento en Educación Física. Los docentes señalaron que la inserción de la tecnología, por un lado, facilitó la comunicación entre docentes y alumnos, pero también fue una barrera, ya que parte de los alumnos de las escuelas públicas no contaban con equipos ni conectividad para seguir las clases. La Educación Física, como componente curricular que mantiene una relación más directa con el cuerpo en movimiento, tuvo mayores dificultades que las demás, ya que la dinámica de las clases a distancia las hacía excesivamente conceptuales, así como las clases se quedaban sin la típica interacción cara a cara debido al entorno virtual.O objetivo deste artigo foi compreender os desafios e as possibilidades que permearam as práticas pedagógicas conduzidas por professores de Educação Física de escolas públicas e privadas do município do Rio de Janeiro no ensino remoto. Trata-se de uma pesquisa descritiva, com suporte da Análise de Conteúdo, que examinou as respostas de oito docentes que atuaram com ensino remoto no segundo segmento do ensino fundamental. Os resultados mostraram que os desafios e potencialidades incidiram sobre a Relação teoria e prática; a Interação professor-aluno; a Participação e motivação dos alunos nas aulas; o Uso das tecnologias nas aulas de Educação Física; as Dimensões conceitual, procedimental e atitudinal do conhecimento em Educação Física. Os professores apontaram que a inserção da tecnologia por um lado facilitou a comunicação entre professores e alunos, mas, também, foi uma barreira, pois parte dos alunos das escolas públicas não possuíam equipamentos ou conectividade para acompanhar as aulas. A Educação Física, por ser um componente curricular que mantém uma relação mais direta com o corpo em movimento, teve maiores dificuldades que as demais, uma vez que a dinâmica das aulas remotas as tornou excessivamente conceituais, bem como as aulas ficaram sem a interação típica das presenciais devido ao ambiente virtual.Lepidus2024-02-22info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.furg.br/redsis/article/view/1551010.14295/rds.v25i1.15510Revista Didática Sistêmica; v. 25 n. 1 (2023): DOSSIÊ: AS LUTAS CORPORAIS NA EDUCAÇÃO FÍSICA ESCOLAR; 151-1671809-3108reponame:Revista Didática Sistêmicainstname:Universidade Federal do Rio Grande (FURG)instacron:FURGporhttps://periodicos.furg.br/redsis/article/view/15510/10684Copyright (c) 2024 Revista Didática Sistêmicainfo:eu-repo/semantics/openAccessSiqueira Santos, AmandaLuz Moura, DiegoMartins, Rodrigo Lema Del Rio2024-02-28T21:17:45Zoai:ojs.periodicos.furg.br:article/15510Revistahttps://periodicos.furg.br/redsisPUBhttps://periodicos.furg.br/redsis/oairevdidaticasistemica@furg.br || angelabersch@gmail.com1809-31081809-3108opendoar:2024-02-28T21:17:45Revista Didática Sistêmica - Universidade Federal do Rio Grande (FURG)false |
dc.title.none.fl_str_mv |
THE RELATIONSHIP BETWEEN PHYSICAL EDUCATION AND REMOTE EDUCATION IN THE PERCEPTION OF PUBLIC AND PRIVATE SCHOOL TEACHERS LA RELACIÓN ENTRE LA EDUCACIÓN FÍSICA Y LA EDUCACIÓN A DISTANCIA EN LA PERCEPCIÓN DE DOCENTES DE ESCUELAS PÚBLICAS Y PRIVADAS A RELAÇÃO DA EDUCAÇÃO FÍSICA COM O ENSINO REMOTO NA PERCEPÇÃO DOS PROFESSORES DE ESCOLAS PÚBLICAS E PRIVADAS |
title |
THE RELATIONSHIP BETWEEN PHYSICAL EDUCATION AND REMOTE EDUCATION IN THE PERCEPTION OF PUBLIC AND PRIVATE SCHOOL TEACHERS |
spellingShingle |
THE RELATIONSHIP BETWEEN PHYSICAL EDUCATION AND REMOTE EDUCATION IN THE PERCEPTION OF PUBLIC AND PRIVATE SCHOOL TEACHERS Siqueira Santos, Amanda |
title_short |
THE RELATIONSHIP BETWEEN PHYSICAL EDUCATION AND REMOTE EDUCATION IN THE PERCEPTION OF PUBLIC AND PRIVATE SCHOOL TEACHERS |
title_full |
THE RELATIONSHIP BETWEEN PHYSICAL EDUCATION AND REMOTE EDUCATION IN THE PERCEPTION OF PUBLIC AND PRIVATE SCHOOL TEACHERS |
title_fullStr |
THE RELATIONSHIP BETWEEN PHYSICAL EDUCATION AND REMOTE EDUCATION IN THE PERCEPTION OF PUBLIC AND PRIVATE SCHOOL TEACHERS |
title_full_unstemmed |
THE RELATIONSHIP BETWEEN PHYSICAL EDUCATION AND REMOTE EDUCATION IN THE PERCEPTION OF PUBLIC AND PRIVATE SCHOOL TEACHERS |
title_sort |
THE RELATIONSHIP BETWEEN PHYSICAL EDUCATION AND REMOTE EDUCATION IN THE PERCEPTION OF PUBLIC AND PRIVATE SCHOOL TEACHERS |
author |
Siqueira Santos, Amanda |
author_facet |
Siqueira Santos, Amanda Luz Moura, Diego Martins, Rodrigo Lema Del Rio |
author_role |
author |
author2 |
Luz Moura, Diego Martins, Rodrigo Lema Del Rio |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Siqueira Santos, Amanda Luz Moura, Diego Martins, Rodrigo Lema Del Rio |
description |
The objective of this article was to understand the challenges and possibilities that permeated the pedagogical practices conducted by Physical Education teachers from public and private schools in the city of Rio de Janeiro in remote teaching. This is a descriptive research, supported by Content Analysis, which examined the responses of eight teachers who worked with remote teaching in the second segment of elementary school. The results showed that the challenges and potentialities focused on the Relation between theory and practice; the teacher-student interaction; the Participation and motivation of students in classes; o Use of technologies in Physical Education classes; the conceptual, procedural and attitudinal dimensions of knowledge in Physical Education. Teachers pointed out that the insertion of technology, on the one hand, facilitated communication between teachers and students, but it was also a barrier, since part of the public school students did not have equipment or connectivity to follow classes. Physical Education, as a curricular component that maintains a more direct relationship with the body in movement, had greater difficulties than the others, since the dynamics of remote classes made them excessively conceptual, as well as the classes were left without the typical interaction face-to-face due to the virtual environment |
publishDate |
2024 |
dc.date.none.fl_str_mv |
2024-02-22 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.furg.br/redsis/article/view/15510 10.14295/rds.v25i1.15510 |
url |
https://periodicos.furg.br/redsis/article/view/15510 |
identifier_str_mv |
10.14295/rds.v25i1.15510 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.furg.br/redsis/article/view/15510/10684 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2024 Revista Didática Sistêmica info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2024 Revista Didática Sistêmica |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Lepidus |
publisher.none.fl_str_mv |
Lepidus |
dc.source.none.fl_str_mv |
Revista Didática Sistêmica; v. 25 n. 1 (2023): DOSSIÊ: AS LUTAS CORPORAIS NA EDUCAÇÃO FÍSICA ESCOLAR; 151-167 1809-3108 reponame:Revista Didática Sistêmica instname:Universidade Federal do Rio Grande (FURG) instacron:FURG |
instname_str |
Universidade Federal do Rio Grande (FURG) |
instacron_str |
FURG |
institution |
FURG |
reponame_str |
Revista Didática Sistêmica |
collection |
Revista Didática Sistêmica |
repository.name.fl_str_mv |
Revista Didática Sistêmica - Universidade Federal do Rio Grande (FURG) |
repository.mail.fl_str_mv |
revdidaticasistemica@furg.br || angelabersch@gmail.com |
_version_ |
1797041939031261184 |