Ensino de educação física na pandemia covid-19: experiências no contexto do programa residência pedagógica

Abstract

The objective of the article was to report the experiences lived by residents in the course of teaching Physical Education (PE) in the context of the Covid-19 pandemic, glimpsing the contributions of the Pedagogical Residence Program (PRP) to the initial training of future teachers. The approach was qualitative, through documentary study, experience reports and interviews with the twenty residents participating in the 2nd edition 2020-2021. An analysis of the records (documentary and recordings) posted in the Virtual Learning Environment was carried out and interviews were carried out from the Google Meet platform with questions directed to the experience of conducting experienced in the course of the stages of the PRP, as well as the importance of the Program to the formation. Documentary analysis showed that the training actions allowed the acquisition of new skills and competences necessary for intervention in the context of social distancing. The characterization of rural schools demonstrated the impacting scenario of digital exclusion of schoolchildren. The semi-structured observations of the teachers' regencies made it possible to diagnose the difficulties and possibilities of pedagogical intervention. The conducting experience provided the opportunity for residents to experience the school floor, even if behind a cold computer screen and/or cell phone, from a critical reflection on the teacher's role. The immersion promoted by the PRP seems to contribute to the concreteness of a pedagogical practice more articulated to the needs of the students, in addition to representing an important contribution to the initial training of the teacher.