Physical Education, through remote teaching, with a visually impaired student: experience report in Youth and Adult Education

Detalhes bibliográficos
Autor(a) principal: Barroso, Mateus Lemos
Data de Publicação: 2022
Outros Autores: Lopes, Jayane Mara Rosendo, Monte, Thaidys da Conceição Lima do, Ferreira, Heraldo Simões
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista de educação popular (Online)
Texto Completo: https://seer.ufu.br/index.php/reveducpop/article/view/63154
Resumo: We aim to report the experience of a Physical Education teacher, in remote teaching, with a visually impaired female student in Youth and Adult Education (EJA). We base this pedagogical intervention on the Freirean perspective, having as guiding principles: dialogue, inclusion, construction of a horizontal relationship between teacher and student, and life experiences. Synchronous moments were carried out, via WhatsApp, having the student's reality as a starting point for the construction of learning, critical and reflective awareness, through the knowledge of Physical Education through dialogic classes. Some difficulties were experienced, such as the lack of knowledge about educational technologies to mediate classes, the instability of the internet connection, the insecurity about remote teaching and the experience of body practices without the presence of the teacher. We conclude that there is a need for teacher training on educational technologies, in addition to the importance of inclusive, dialogic and problematizing methodologies. The choice of synchronous/ asynchronous activities contributes to reducing the distance between teacher and student, enabling the construction of knowledge, through a dialogic pedagogical practice. The absence of structural, technological and pedagogical support and the lack of continuing education on educational technologies reflected in the increase in educational inequalities
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spelling Physical Education, through remote teaching, with a visually impaired student: experience report in Youth and Adult EducationEducação Física, por meio do ensino remoto, junto a uma aluna com deficiência visual: um relato de experiência na EJADeficiência visualEducação de Jovens e AdultosEnsino remotoEducação Física inclusivaVisual impairmentyouth and adult educationRemote teachingInclusive Physical EducationWe aim to report the experience of a Physical Education teacher, in remote teaching, with a visually impaired female student in Youth and Adult Education (EJA). We base this pedagogical intervention on the Freirean perspective, having as guiding principles: dialogue, inclusion, construction of a horizontal relationship between teacher and student, and life experiences. Synchronous moments were carried out, via WhatsApp, having the student's reality as a starting point for the construction of learning, critical and reflective awareness, through the knowledge of Physical Education through dialogic classes. Some difficulties were experienced, such as the lack of knowledge about educational technologies to mediate classes, the instability of the internet connection, the insecurity about remote teaching and the experience of body practices without the presence of the teacher. We conclude that there is a need for teacher training on educational technologies, in addition to the importance of inclusive, dialogic and problematizing methodologies. The choice of synchronous/ asynchronous activities contributes to reducing the distance between teacher and student, enabling the construction of knowledge, through a dialogic pedagogical practice. The absence of structural, technological and pedagogical support and the lack of continuing education on educational technologies reflected in the increase in educational inequalitiesEl objetivo de este estudio es dar a conocer la experiencia de la enseñanza a distancia de Educación Física para personas con discapacidad visual en Educación de Jóvenes y Adultos. Se pretende orientar esta intervención desde una perspectiva freiriana, tendiendo como principios rectores al diálogo, la inclusión, la construcción de una relación horizontal entre docente y alumno, a la apreciación del conocimiento popular, las vivencias y la realidad, a través de momentos sincrónicos por audio llamado cabello WhatsApp, tomando la realidad del alumno como punto de partida para la construcción de aprendizajes, de una conciencia crítica y reflexiva a través del conocimiento de la Educación Física. Los momentos de aprendizaje asincrónico ocurren a través de auditorías sobre los temas y actividades del docente, así como la indicación de materiales complementarios con accesibilidad. Además, hace mucho tiempo se realizó una evaluación en el proceso para fomentar la autonomía de los estudiantes. Se vivieron algunas dificultades, como falta de tecnología educativa para mediar en las aulas e inseguridad en relación a la educación a distancia, mientras que el alumno percibió inestabilidad en la conexión a internet e inseguridad de las guarderías prácticas del cuerpo con la presencia del docente.Objetivamos relatar a experiência de um professor de Educação Física, no ensino remoto, junto a uma aluna com deficiência visual na Educação de Jovens e Adultos (EJA). Pautamos essa intervenção pedagógica na ótica freiriana, tendo como princípios norteadores: diálogo, inclusão, construção de uma relação horizontal entre professor e aluna, e experiências de vida. Foram realizados momentos síncronos, via WhatsApp, tendo a realidade da estudante como ponto de partida para a construção da aprendizagem, consciência crítica e reflexiva, por meio dos saberes da Educação Física por aulas dialógicas. Algumas dificuldades foram vivenciadas, como a falta de conhecimentos sobre tecnologias educacionais para mediar aulas, a instabilidade da conexão de internet, a insegurança sobre o ensino remoto e a experiência de práticas corporais sem a presença do professor. Concluímos que há a necessidade da formação de professores nas tecnologias educacionais, além da importância de metodologias inclusivas, dialógicas e problematizadoras. A escolha por atividades síncronas/assíncronas contribui para a redução da distância entre professor e aluna, possibilitando a construção do conhecimento, a partir de uma prática pedagógica dialógica. A ausência de apoio estrutural, tecnológico e pedagógico, no contexto pandêmico, e a inexistência de formações continuadas sobre tecnologias educacionais refletiram no aumento das desigualdades educacionais.Universidade Federal de Uberlândia2022-08-29info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado pelos paresapplication/pdfhttps://seer.ufu.br/index.php/reveducpop/article/view/6315410.14393/REP-2022-63154Revista de Educação Popular; v. 21 n. 2 (2022): Revista de Educação Popular (ISSN 1982-7660) ; 356-3721982-76601678-5622reponame:Revista de educação popular (Online)instname:Universidade Federal de Uberlândia (UFU)instacron:UFUporhttps://seer.ufu.br/index.php/reveducpop/article/view/63154/34560Copyright (c) 2022 Mateus Lemos Barroso, Jayane Mara Rosendo Lopes, Thaidys da Conceição Lima do Monte, Heraldo Simões Ferreirahttp://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessBarroso, Mateus LemosLopes, Jayane Mara RosendoMonte, Thaidys da Conceição Lima doFerreira, Heraldo Simões2022-09-09T19:00:07Zoai:ojs.www.seer.ufu.br:article/63154Revistahttp://www.seer.ufu.br/index.php/reveducpopPUBhttp://www.seer.ufu.br/index.php/reveducpop/oairevistapopular@proex.ufu.br||revistapopular@proex.ufu.br1678-56221982-7660opendoar:2022-09-09T19:00:07Revista de educação popular (Online) - Universidade Federal de Uberlândia (UFU)false
dc.title.none.fl_str_mv Physical Education, through remote teaching, with a visually impaired student: experience report in Youth and Adult Education
Educação Física, por meio do ensino remoto, junto a uma aluna com deficiência visual: um relato de experiência na EJA
title Physical Education, through remote teaching, with a visually impaired student: experience report in Youth and Adult Education
spellingShingle Physical Education, through remote teaching, with a visually impaired student: experience report in Youth and Adult Education
Barroso, Mateus Lemos
Deficiência visual
Educação de Jovens e Adultos
Ensino remoto
Educação Física inclusiva
Visual impairment
youth and adult education
Remote teaching
Inclusive Physical Education
title_short Physical Education, through remote teaching, with a visually impaired student: experience report in Youth and Adult Education
title_full Physical Education, through remote teaching, with a visually impaired student: experience report in Youth and Adult Education
title_fullStr Physical Education, through remote teaching, with a visually impaired student: experience report in Youth and Adult Education
title_full_unstemmed Physical Education, through remote teaching, with a visually impaired student: experience report in Youth and Adult Education
title_sort Physical Education, through remote teaching, with a visually impaired student: experience report in Youth and Adult Education
author Barroso, Mateus Lemos
author_facet Barroso, Mateus Lemos
Lopes, Jayane Mara Rosendo
Monte, Thaidys da Conceição Lima do
Ferreira, Heraldo Simões
author_role author
author2 Lopes, Jayane Mara Rosendo
Monte, Thaidys da Conceição Lima do
Ferreira, Heraldo Simões
author2_role author
author
author
dc.contributor.author.fl_str_mv Barroso, Mateus Lemos
Lopes, Jayane Mara Rosendo
Monte, Thaidys da Conceição Lima do
Ferreira, Heraldo Simões
dc.subject.por.fl_str_mv Deficiência visual
Educação de Jovens e Adultos
Ensino remoto
Educação Física inclusiva
Visual impairment
youth and adult education
Remote teaching
Inclusive Physical Education
topic Deficiência visual
Educação de Jovens e Adultos
Ensino remoto
Educação Física inclusiva
Visual impairment
youth and adult education
Remote teaching
Inclusive Physical Education
description We aim to report the experience of a Physical Education teacher, in remote teaching, with a visually impaired female student in Youth and Adult Education (EJA). We base this pedagogical intervention on the Freirean perspective, having as guiding principles: dialogue, inclusion, construction of a horizontal relationship between teacher and student, and life experiences. Synchronous moments were carried out, via WhatsApp, having the student's reality as a starting point for the construction of learning, critical and reflective awareness, through the knowledge of Physical Education through dialogic classes. Some difficulties were experienced, such as the lack of knowledge about educational technologies to mediate classes, the instability of the internet connection, the insecurity about remote teaching and the experience of body practices without the presence of the teacher. We conclude that there is a need for teacher training on educational technologies, in addition to the importance of inclusive, dialogic and problematizing methodologies. The choice of synchronous/ asynchronous activities contributes to reducing the distance between teacher and student, enabling the construction of knowledge, through a dialogic pedagogical practice. The absence of structural, technological and pedagogical support and the lack of continuing education on educational technologies reflected in the increase in educational inequalities
publishDate 2022
dc.date.none.fl_str_mv 2022-08-29
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Avaliado pelos pares
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://seer.ufu.br/index.php/reveducpop/article/view/63154
10.14393/REP-2022-63154
url https://seer.ufu.br/index.php/reveducpop/article/view/63154
identifier_str_mv 10.14393/REP-2022-63154
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://seer.ufu.br/index.php/reveducpop/article/view/63154/34560
dc.rights.driver.fl_str_mv http://creativecommons.org/licenses/by-nc-nd/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv http://creativecommons.org/licenses/by-nc-nd/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Uberlândia
publisher.none.fl_str_mv Universidade Federal de Uberlândia
dc.source.none.fl_str_mv Revista de Educação Popular; v. 21 n. 2 (2022): Revista de Educação Popular (ISSN 1982-7660) ; 356-372
1982-7660
1678-5622
reponame:Revista de educação popular (Online)
instname:Universidade Federal de Uberlândia (UFU)
instacron:UFU
instname_str Universidade Federal de Uberlândia (UFU)
instacron_str UFU
institution UFU
reponame_str Revista de educação popular (Online)
collection Revista de educação popular (Online)
repository.name.fl_str_mv Revista de educação popular (Online) - Universidade Federal de Uberlândia (UFU)
repository.mail.fl_str_mv revistapopular@proex.ufu.br||revistapopular@proex.ufu.br
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