THE RELATIONSHIP BETWEEN PHYSICAL EDUCATION AND REMOTE EDUCATION IN THE PERCEPTION OF PUBLIC AND PRIVATE SCHOOL TEACHERS

Abstract

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