A Educação Física no contexto COVID-19. Um conto de professores de diferentes estágios educacionais
DOI:
https://doi.org/10.47197/retos.v41i0.86368Palavras-chave:
Educação Física; COVID 19; identidade profissional; percepção dos professores; restrições de ensinoResumo
A forma como a Educação Física (EF) é concebida mudou radicalmente em questão de meses. Isso significa que a identidade profissional do corpo docente teve que ser reconstruída e adaptada a uma situação sem precedentes. O objetivo deste estudo é, à luz da teoria da identidade docente e da reconstrução profissional, contrastar como três turmas de professores de diferentes estágios de ensino ensinam EF com o COVID 19, analisando as adaptações feitas em sala de aula. Participaram cinco professores universitários, sete professores de escolas e oito futuros professores. Empregou-se uma análise qualitativa, tendo como instrumentos de coleta de dados diários reflexivos e grupos de discussão. Foram utilizadas três categorias de análise: a) reconfiguração da finalidade do sujeito; b) reconstrução da identidade profissional; c) principais limitações de ensino e soluções encontradas. Os resultados mostram como os professores das três etapas da formação concordam sobre as implicações negativas do ensino da disciplina a distância física. Os professores universitários sublinham a necessidade de reconsiderar os objetivos da disciplina para se adaptarem a esta nova situação, enquanto os professores das escolas admitem estar muito limitados quanto aos conteúdos a ensinar. Os futuros professores, por sua vez, expressam grande insegurança em poder aplicar o que lhes foi ensinado ao longo de sua formação universitária. Considera-se imprescindível continuar pesquisando e refletindo sobre a evolução do ensino de EF na situação da COVID 19, bem como o papel curricular e educacional que deve continuar a desempenhar.
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Direitos de Autor (c) 2021 David Hortigüela-Alcalá, Alejandra Hernando Garijo, Ángel Pérez-Pueyo
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