RELATIONSHIPS TO KNOWLEDGE AND (SELF) EDUCATIVE EXPERIENCES IN PHYSICAL EDUCATION: TEACHER EDUCATORS’ PERSPECTIVES ON CONFRONTING SOCIAL JUSTICE ISSUES IN ADVERSE TEACHING-LEARNING SITUATIONS

Abstract

Although new forms of media and technology have contributed to teaching and learning in Physical Education Teacher Education (PETE) since the turn of this century, an abrupt expansion in the use of interactive technologies occurred more recently due to the need for social distancing on a global scale because of the covid-19 (SARS-CoV-2) pandemic. In the Brazilian context, pedagogical relationships became mediated synchronously and asynchronously via online platforms. This reconfiguration restricted movement-related experiences in Physical Education, which affected the diversity of students’ embodiment of knowledge and their relationships to knowledge as “subject-bodies”. We understand that there is an anthropological foundation in the theory of the relationship to knowledge — pointed out by Charlot (2020) — that comes close to the anthropological demands explained by Daolio (2001) in Physical Education.