Google Sites como ferramenta de ensino de Educação Física a distância em tempos de Covid-19
pedagogia, estratégias, reflexões e barreiras de um professor
DOI:
https://doi.org/10.22456/1982-8918.122688Palavras-chave:
Covid-19, Mudança social, Educação Física, Educação a distância, Auto estudoResumo
A covid-19 resultou na implementação de medidas de distanciamento social e fechamento de escolas no mundo. Este estudo explora alguns dos impactos, tais como escolhas pedagógicas, reflexões e barreiras do professor quando ele repentinamente mudou para um ambiente de ensino online e teve que ministrar aulas de Educação Física (EF) com o uso da tecnologia (Google Sites). A metodologia do autoestudo com análise temática foi utilizada para investigar as experiências do autor principal. Achados destacam como o professor teve que encontrar novas formas de ensino online, fazendo com que os alunos não estivessem exclusivamente em frente à tela, e atendesse as características sociais e dinâmicas da EF. Finalmente, as experiências e o processo de reflexão demonstraram a necessidade de ser coerente com as escolhas pedagógicas e abordagens teóricas e práticas como professor. Este artigo contribui para futuras formas de ensino de EF online, ao compreender a práxis de um professor.
Downloads
Referências
ALI, Wahab. The efficacy of evolving technology in conceptualizing pedagogy and practice in higher education. Higher Education Studies, v. 9, n. 2, p. 81-95, 2019.
ARAÚJO, Allyson Carvalho de; KNIJNIK, Jorge; OVENS, Alan P. How does physical education and health respond to the growing influence in media and digital technologies? An analysis of curriculum in Brazil, Australia and New Zealand. Journal of Curriculum Studies, v. 53, n. 4, p. 563-577, 2021. DOI: https://doi.org/10.1080/00220272.2020.1734664
BELLANTONIO, Sergio; COLELLA, Dario. Teaching Physical Education during coronavirus pandemic (COVID-19). educational reflections & proposal. Giornale Italiano di Educazione alla Salute, Sport e Didattica Inclusiva, v. 4, n. 2, 2020. DOI: https://doi.org/10.32043/gsd.v4i2.192.
BORUP, Mads; BROWN, Nik; KONRAD, Krnelia; VAN LENTE, Harro. The sociology of expectations in science and technology. Technology analysis & strategic management, v. 18, n. 3-4, p. 285-298, 2006.
BOWES, Margot; OVENS, Alan. Curriculum rhythm and HPE practice: making sense of a complex relationship. Teachers and Curriculum, v. 14, p. 21-27, 2014. DOI: https://doi.org/10.15663/tandc.v14i1.90.
BRAA, Dean; CALLERO, Peter. Critical pedagogy and classroom praxis. Teaching Sociology, v. 34, n. 4, p. 357-369, 2006. DOI: https://doi.org/10.1177/0092055X0603400403
BRAUN, Virginia; CLARKE, Victoria. Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, v. 11, n. 4, p. 589-597, 2019. DOI: https://doi.org/10.1080/2159676X.2019.1628806.
BREUNIG, Mary. Turning experiential education and critical pedagogy theory into praxis. Journal of experiential education, v. 28, n. 2, p. 106-122, 2005. DOI: https://doi.org/10.1177/105382590502800205
BROOKFIELD, Stephen. Adult learning: an overview. International encyclopedia of education, v. 10, p. 375-380, 1995.
BUABENG-ANDOH, Charles. Factors influencing teachers’ adoption and integration of information and communication technology into teaching: a review of the literature. International Journal of Education and Development using ICT,v. 8, n.1, p.136 -155, 2012.
BULLOUGH JR, Robert V.; PINNEGAR, Stefinee. Guidelines for quality in autobiographical forms of self-study research. Educational researcher, v. 30, n. 3, p. 13-21, 2001. DOI: https://doi.org/10.3102/0013189X030003013
CANADA-PHILLIPS, Stephanie. A Physical Educators use of freirian praxis for critical reflection. PHYSICAL EDUCATOR-US, v. 71, n. 4, p. 635-643, 2014.
CASEY, Ahley; GOODYEAR, Victoria A.; ARMOUR, Kathleen M. Rethinking the relationship between pedagogy, technology and learning in health and physical education. Sport, education and society, v. 22, n. 2, p. 288-304, 2017. DOI: https://doi.org/10.1080/13573322.2016.1226792
CASEY, Ahley; JONES, Benjamin. Using digital technology to enhance student engagement in physical education. Asia-Pacific Journal of Health, Sport and Physical Education, v. 2, n. 2, p. 51-66, 2011. DOI: https://doi.org/10.1080/18377122.2011.9730351
COHEN, Julies; WONG, Vivian; KRISHNAMACHARI, Anandita; BERLIN, Rebekah. Teacher coaching in a simulated environment. Educational Evaluation and Policy Analysis, v. 42, n. 2, p. 208-231, 2020. DOI: https://doi.org/10.3102/0162373720906217
CORBIN, Charles B. Conceptual physical education: a course for the future. Journal of Sport and Health Science, v.10, n. 3, p. 308-322, 2021. DOI: https://doi.org/10.1016/j.jshs.2020.10.004
CRISOL MOYA, Emilio; CAURCEL CARA, María Jesús. Active methodologies in physical education: perception and opinion of students on the pedagogical model used by their teachers. International Journal of Environmental Research and Public Health, v.18, n. 4, p. 1438, 2021. DOI: https://doi.org/10.3390/ijerph18041438
DENZIN, Norman K.; LINCOLN, Yvonna S. The Sage handbook of qualitative research. [S.l.]: Sage, 2011.
ERTMER, Peggy A.; OTTENBREIT-LEFTWICH, Anne T.; SADIK, Olgum; SENDURUR, Emine; SENDURER, Polat. Teacher beliefs and technology integration practices: a critical relationship. Computers & education, v. 59, n. 2, p. 423-435, 2012. DOI: https://doi.org/10.1016/j.compedu.2012.02.001
FAUCI, Anthony S.; LANE, H. Clifford; REDFIELD, Robert. R. covid-19-navigating the uncharted. New England Journal Medicine, v. 382, p. 1268-1269, 2020. Available at: https://www.nejm.org/doi/full/10.1056/nejme2002387. Access on: 17 mar. 2022.
FLETCHER, Tim; CASEY, Ashley. The challenges of models-based practice in physical education teacher education: a collaborative self-study. Journal of Teaching in Physical Education, v. 33, n. 3, p. 403-421, 2014.
FLORES, Maria Assunção. Preparing teachers to teach in complex settings: opportunities for professional learning and development. European Journal of Teacher Education, v. 43, n. 3, p. 297-300, 2020. DOI: https://doi.org/10.1080/02619768.2020.1771895.
FOX, Madeleine; FINE, Michelle. Circulating critical research: reflections on performance and moving inquiry into action. Critical qualitative research reader, v.2, p. 153-165, 2012.
FREIRE, Paulo. Pedagogia da Autonomia: saberes necessários à prática educativa. Paz e Terra, v. 25, p. 54, 1996.
FREIRE, Paulo. Pedagogia do oprimido. Rio de Janeiro: Paz e Terra, 1987.
GANDOLFI, Enrico; FERDIG, Richard E.; KRATCOSKI, Annete. A new educational normal an intersectionality-led exploration of education, learning technologies, and diversity during COVID-19. Technology in Society, v. 66, p. 101637, 2021. DOI: https://doi.org/10.1016/j.techsoc.2021.101637
GLOVER, Ian; HEPPLESTONE, Stuart; PARKIN, Helen J.; RODGER, Helen; IRWING, Brian. Pedagogy first: realising technology enhanced learning by focusing on teaching practice. British Journal of Educational Technology, v. 47, n. 5, p. 993-1002, 2016.
GOAD, Tyler; JONES, Emily. Training online physical educators: a phenomenological case study. Education Research International, 2017. DOI: https://doi.org/10.1155/2017/3757489
GORDON, Barrie; DYSON, Ben; COWAN, Jackie; MCKENZIE, A. et al. Teachers’ perceptions of physical education in Aotearoa/New Zealand primary schools. New Zealand journal of educational studies, v. 51, n. 1, p. 99-111, 2016. DOI: https://doi.org/10.1007/s40841-016-0042-3
HUANG, Ronguai et al. Handbook on facilitating flexible learning during educational disruption: the Chinese experience in maintaining undisrupted learning in COVID-19 outbreak. Beijing: Smart Learning Institute of Beijing Normal University, 2020, p. 1-54.
JOSEPH JEYARAJ, Joanna. Drawing on students’ lived experiences in emergency remote teaching (ERT): reflections from a critical pedagogy inspired writing class. Asia Pacific Journal of Education, p. 1-13, 2021. DOI: https://doi.org/10.1080/02188791.2021.1941756
JUNIU, Susana. Pedagogical uses of technology in physical education. Journal of Physical Education, Recreation & Dance, v. 82, n. 9, p. 41-49, 2011. DOI: https://doi.org/10.1080/07303084.2011.10598692
KARLSSON, Marie. Emotional identification with teacher identities in student teachers’ narrative interaction. European Journal of Teacher Education, v. 36, n. 2, p. 133-146, 2013. DOI: https://doi.org/10.1080/02619768.2012.686994
KEMMIS, Stephen; SMITH, Tracey J. Personal praxis: learning through experience. In: Enabling Praxis. Rotterdam: Brill Sense, 2008a. p. 15-35.
KEMMIS, Stephen; SMITH, Tracey J. Praxis and praxis development: about this book. In: Enabling praxis: Brill Sense, 2008b. p. 1-13.
KIM, Ghi-cheol.; GURVITCH, Rachel. Integrating web-assessment technology in health and physical education. Journal of Physical Education, Recreation & Dance, v. 89, n. 9, p. 12-19, 2018. DOI: https://doi.org/10.1080/07303084.2018.1512915
KINCHELOE, Joe L. Describing the bricolage: conceptualizing a new rigor in qualitative research. In: Key works in critical pedagogy: Brill Sense, 2011. p. 177-189.
KINCHELOE, Joe L.; MCLAREN, Peter; STEINBERG, Shirley R. Critical pedagogy and qualitative research. In: DENZIN, Norman K.; LINCOLN, Yvonna S. (ed.). The SAGE handbook of qualitative research. Thousand Oaks, CA: Sage, 2011. p. 163-177.
KNIJNIK, Jorge; LUGUETTI, Carla. Social justice narratives in academia: challenges, struggles and pleasures PETE educators face in understanding and enacting critical pedagogy in Brazil. Sport, Education and Society, v. 26, n. 5, p. 541-553, 2021. DOI: https://doi.org/10.1080/13573322.2020.1732905
KRAUSE, Jennifer M.; FRANKS, Hillary; LYNCH, Brandy M.. Current technology trends and issues among health and physical education professionals. The Physical Educator, v. 74, n. 1, p. 164-180, 2017. DOI: https://doi.org/10.18666/TPE-2017-V74-I1-6648
KUCERA, Carlos; OVENS, Alan; BENNETT, Blake. Praxis, Pedagogy, and the Life of Being. In: EDGE, Cristy et al. (ed.).Textiles and Tapestries: self-study for envisioning new ways of knowing. editech books, 2020. Available at: https://www.researchgate.net/publication/342903099_Praxis_Pedagogy_and_the_Life_of_Being_Weaving_with_Bricolage_in_Self-Study Access on: 17 mar. 2022.
LABOSKEY, Vicki K. The methodology of self-study and its theoretical underpinnings. In: LOUGHRAN J.J., HAMILTON M.L., LABOSKEY V.K., RUSSELL T. (ed). International handbook of self-study of teaching and teacher education practices. Dordrecht: Springer, 2004. p. 817-869. DOI: https://doi.org/10.1007/978-1-4020-6545-3_21
LAMBERT, Karen. Re-conceptualizing embodied pedagogies in physical education by creating pre-text vignettes to trigger pleasure ‘in’movement. Physical Education and Sport Pedagogy, v. 25, n. 2, p. 154-173, 2020. DOI: https://doi.org/10.1080/17408989.2019.1700496
LARRIVEE, Barbara. Transforming teaching practice: becoming the critically reflective teacher. Reflective practice, v. 1, n. 3, p. 293-307, 2000. DOI: https://doi.org/10.1080/713693162.
LEE, Joyce. Mental health effects of school closures during COVID-19. The Lancet Child & Adolescent Health, v. 4, n. 6, p. 421, 2020. DOI: https://doi.org/10.1016/S2352-4642(20)30109-7.
LOUGHRAN, John. Learning about self-study of teacher education practices. In: LOUGHRAN, John et al. (ed.). Teaching, learning, and enacting of self-study methodology. Dordrecht: Springer, 2018. p. 1-7.
LOUGHRAN, John. A history and context of self-study of teaching and teacher education practices. In: LOUGHRAN, John et al. (ed.). International handbook of self-study of teaching and teacher education practices. Dordrecht: Springer, 2004. p. 7-39.
LUGUETTI, Carla; ENRIGHT, Eimar; HYNES, Jack; BISHARA, Jeffrey A. The (im) possibilities of praxis in online health and physical education teacher education. European Physical Education Review, v. 28, n. 1, p. 57-77, 2021. DOI: https://doi.org/10.1177/1356336X211016485.
LUNENBERG, Mieke; SAMARAS, Anastasia P. Developing a pedagogy for teaching self-study research: lessons learned across the Atlantic. Teaching and teacher education, v. 27, n. 5, p. 841-850, 2011. DOI: https://doi.org/10.1016/j.tate.2011.01.008.
MACINTYRE, Peter D.; GREGERSEN, Tammy; MERCER, Sara. Language teachers’ coping strategies during the covid-19 conversion to online teaching: correlations with stress, wellbeing and negative emotions. System, v. 94, 2020. DOI: https://doi.org/10.1016/j.system.2020.102352
MAHON, Kathleen; HEIKKINEN, Hannu L.; HUTTUNEN, Rauno. Critical educational praxis in university ecosystems: enablers and constraints. Pedagogy, Culture & Society, v. 27, n. 3, p. 463-480, 2019. DOI: https://doi.org/10.1080/14681366.2018.1522663
MATIAS, Carlos dos Passos Paulo. Pedagogia da autonomia: saberes necessários à prática educativa. Criar Educação, v. 5, n. 2, 2016. DOI: http://dx.doi.org/10.18616/ce.v5i2.2997
MCFARLANE, Donovan A. A comparison of organizational structure and pedagogical approach: online versus face-to-face. The Journal of Educators Online, v. 8, n. 1, p. 1 - 43, 2011.
MILES, Matthew B.; HUBERMAN, A. Michael; SALDANA, Johnny. Qualitative data analysis: a methods sourcebook. London: Sage, 2014.
NOWELL, Lorelli S.; NORRIS, Jill M.; WHITE, Deborah E.; MOULES, Nancy J. Thematic analysis: striving to meet the trustworthiness criteria. International journal of qualitative methods, v. 16, n. 1, 2017. DOI: https://doi.org/10.1177/1609406917733847
O’BRIEN, Wesley et al. Implications for european physical education teacher education during the COVID-19 pandemic: a cross-institutional SWOT analysis. European Journal of Teacher Education, v. 43, n. 4, p. 503-522, 2020. DOI: https://doi.org/10.1080/02619768.2020.1823963
OVENS, Alan. The New Zealand Curriculum: emergent insights and complex renderings. Asia-Pacific Journal of Health, Sport and Physical Education, v. 1, n. 1, p. 27-32, 2010.
OVENS, Alan; FLETCHER, Tim. Doing self-study: The art of turning inquiry on yourself. In: OVENS Alan; FLETCHER Tim. (ed.). Self-study in physical education teacher education. Amsterdam: Springer, 2014. v. 13, p. 3-14.
PILL, Shane. Physical education-what’s in a name?: a praxis model for holistic learning in physical education. ACHPER Australia Healthy Lifestyles Journal, v. 54, n. 1, p. 5-10, 2007.
PRESTRIDGE, Sarah. The beliefs behind the teacher that influences their ICT practices. Computers & education, v. 58, n. 1, p. 449-458, 2012. DOI: https://doi.org/10.1016/j.compedu.2011.08.028
SAILIN, Siti N.; MAHMOR, Noor A. Improving student teachers’ digital pedagogy through meaningful learning activities. Malaysian Journal of Learning and Instruction, v. 15, n. 2, p. 143-173, 2018.
SANTAMARÍA, María D.; MONDRAGON, Nahia I.; SANTXO, Naria B.; OZAMIZ-ETXEBARRIA, Naira. Teacher stress, anxiety and depression at the beginning of the academic year during the COVID-19 pandemic. Global Mental Health, v. 8, 2021. DOI: https://doi.org/10.1017/gmh.2021.14
SMITH, Tracey; SALO, Petri; GROOTENBOER, Peter. Staying alive in academia: collective praxis at work. Pedagogy, Culture & Society, v. 18, n. 1, p. 55-66, 2010.DOI: https://doi.org/10.1080/14681360903556830
STOCKWELL, Stephanie et al. Changes in physical activity and sedentary behaviours from before to during the COVID-19 pandemic lockdown: a systematic review. BMJ Open Sport & Exercise Medicine, v. 7, n. 1, 2021. DOI: https://doi.org/10.1136/bmjsem-2020-000960
TEARLE, Penni; GOLDER, Gill. The use of ICT in the teaching and learning of physical education in compulsory education: How do we prepare the workforce of the future? European journal of teacher education, v. 31, n. 1, p. 55-72, 2008. DOI: https://doi.org/10.1080/02619760701845016
Downloads
Publicado
Como Citar
Edição
Seção
Licença
Copyright (c) 2022 Movimento
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
A revista Movimento adota a licença Creative Commons Atribuição 4.0 Internacional (CC BY 4.0) para os trabalhos aprovados e publicados. Isso significa que os/as autores/as:
- mantêm os direitos autorais e concedem à revista o direito de primeira publicação; e
- têm o direito de compartilhar (copiar e redistribuir o material em qualquer suporte ou formato) e adaptar (remixar, transformar, e criar a partir do material para qualquer fim, mesmo que comercial).
Mais informações em: https://creativecommons.org/licenses/by/4.0
