A Educação Física nas escolas municipais de Ponta Grossa-Pr: percepções docentes sobre o ensino remoto e híbrido no ensino e aprendizagem

Abstract

This qualitative research aims to analyze teachers' perceptions of remote and hybrid teaching in Physical Education in the early years of elementary school in municipal schools in Ponta Grossa-PR. The theoretical-epistemological foundation of the research is based on the contributions of Vygotsky (1984, 1998, 2007) on child development and learning; on the studies of Rego (2001) and Lucci (2006) on the specificities of children aged six to ten and the importance of interaction; and on the studies of Freire (1992, 1997; 2003) and Soares et al. (1992) on pedagogical practice, teaching and learning, Physical Education in the early years of elementary school, and remote and hybrid teaching. This study examines the legislation and official educational documents related to Physical Education in the early years of Elementary School (Brazil, 1996, 2018; Ponta Grossa, 2020d). The research problem is: What are the teachers' perceptions of remote and hybrid teaching in the teaching and learning of Physical Education in the early years of Elementary School in municipal schools in Ponta Grossa-PR? It argues that the individual is constructed through interactions with the environment and relationships with others. The body in motion is considered a central element of child development, being the main form of expression, communication, and the formation of bonds. Through body language, children manifest their emotions and thoughts, and develop autonomy and identity. This thesis argues that it is fundamental to consider, reflect upon, and discuss teachers' perceptions of remote and hybrid teaching and learning in Physical Education during the pandemic, in the early years of elementary school, where the essence of pedagogical practices is mediated by the body in motion. The research was conducted in five schools in the municipal network of Ponta Grossa-PR. Data collection methods included semistructured interviews, an online questionnaire, and document analysis. The participants were 17 Physical Education teachers. The research data were organized and analyzed using Content Analysis (Bardin, 2011). The research results indicate that: emergency remote teaching produced significant disruptions in pedagogical practices, limiting bodily experiences, weakening bonds, and restricting the possibilities of pedagogical mediation, which are fundamental to child development; municipal regulations and the use of digital technologies, although necessary for the continuity of teaching during that period, proved insufficient to meet the specific needs of school Physical Education, producing tensions between what is prescribed and what is experienced; the relevance of the academic debate on Physical Education in the school curriculum, highlighting movement as a language, expression, and construction of the subject, especially in times of crisis and reconstruction. It is concluded that the pandemic deepened inequalities, mainly social and economic, redefined teaching work, reaffirmed the body as a cultural mediator, and the school as a privileged space for socialization, interaction, and humanization.