PHYSICAL EDUCATION REMOTE TEACHING IN NARRATIVE: ON THE RUPTURES AND LEARNING IN EXPERIENCES WITH TECHNOLOGY

Abstract

Literature has focused on the co-evolutionary understanding between technology and education, highlighting the teacher as a key player in this process. The objective of the text is to problematize the pedagogical experience of a Physical Education teacher from the state education network during the Covid-19 pandemic, under the lens of neotechnicism and emerging literacies. A qualitative methodology was adopted based on narrative studies, pedagogical cases and their contributions to teacher training. As a result, it was noticed the feeling of incompetence to deal with digital platforms, the support of a peer collaboration network, the urgency of “how to use technological tools” and, in the background, “what to teach”. Finally, it is considered that thinking about remote Physical Education teaching in the pandemic is more than thinking about technology, but rather it is reflecting on how the teacher is formed by experience and the possibilities of modifying the perception of Physical Education classes in this context.