Docência em Educação Física Inclusiva : esgotamentos vividos no contexto do ensino remoto brasileiro

Detalles Bibliográficos
Publicado en:	Educación Física y Ciencia. Vol. 23 No. 3 (2021),e188 23. Ensenada : Universidad Nacional de La Plata. Facultad de Humanidades y Ciencias de la Educación. Departamento de Educación Física, 2021 Artículos
Autor Principal:	Machado, Roseli Belmonte
Otros autores o Colaboradores:	Fonseca, Denise Grosso da
Formato:	Artículo
Temas:	Remote Teaching Physical Education Inclusion Governamentality Teaching Ensino Remoto^lpt Educação Física Inclusão Governamentalidade Docência
Acceso en línea:	https://www.memoria.fahce.unlp.edu.ar/art_revistas/pr.13036/pr.13036.pdf https://efyc.fahce.unlp.edu.ar/article/view/11618 10.24215/23142561e188
Resumen:	The year 2020 was marked by the pandemic of Covid-19, a fact that impacted on different aspects of life. The social distancing was one of the ways to contain the pandemic, causing the cessation of face-to-face classes in Brazil, migrating to a remote teaching model. In this reality, this study, which considers remote teaching within the Brazilian social, political, and economic context, aimed to problematize the teaching of Physical Education in the context of remote classes in Brazil, focusing on the work with those considered students of inclusion. It is a qualitative exploratory study, in which interviews with Physical Education teachers were conducted. 116 interviews were carried out through a questionnaire elaborated on the Google platform. The analysis followed the contribution of post-structuralist researches to think about Education, supported by the concepts of governamentality and teaching. From the analysis, two points are brought up for discussion: the practices worked in Physical Education with students of inclusion in remote education, and the idea of teaching crisis in inclusive Physical Education. Thus, it is argued that the lack of contact with students at school and the inequalities in the Brazilian social and economic context can lead to exclusionary practices and contribute to teaching burnout. O ano de 2020 é marcado pela pandemia Covid-19, fato que impactou várias formas de vida. Ou seja, o distanciamento social era duas formas de enfrentar uma pandemia, fazendo como as salas de aula estão presentes no Brasil, migrando para o modelo de ensino remoto. Nessa realidade, este estudo, considerado remoto no contexto social, político e econômico brasileiro, visa problematizar ou ensinar professores de Educação Fí-sica Escolar a partir do contexto de salas de aula remotas no Brasil, com o foco de não trabalhar com aquelas consideradas inclusivas. Estudo exploratório qualitativo, que realizou entrevistas com professores de Educação Física. Fiz 116 entrevistas, por meio de questionário elaborado na plataforma Google. Um suporte ou contribuição da pesquisa pós-estruturalista para pensar a Educação, apoiada pelo governo e pela docência. Partindo da análise de dois pontos traçados para discutir: as práticas trabalhadas na Educação Fí-sica com inclusão não remota e a ideia de crise em uma Educação Física inclusiva. Nesse sentido, argumenta-se que na ausência de contato como aluno na escola e nas desigualdades ou no contexto social e econômico brasileiro, podemos provocar práticas de exclusão e contribuir como corpo docente.
Descripción Física:	p.e188
ISSN:	ISSN 2314-2561

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Docência em Educação Física Inclusiva : esgotamentos vividos no contexto do ensino remoto brasileiro

https://www.memoria.fahce.unlp.edu.ar/art_revistas/pr.13036/pr.13036.pdf

https://efyc.fahce.unlp.edu.ar/article/view/11618

10.24215/23142561e188

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