PHYSICAL EDUCATION’S POTENTIALS AND LIMITATIONS IN REMOTE TEACHING: THE PANDEMIC EFFECT ON PE AS A CURRICULAR COMPONENT
DOI:
https://doi.org/10.22456/1982-8918.111633Keywords:
Education, distance. Learning. School teachers.Abstract
This essay provides a theoretical and conceptual reflection on the potential confrontations faced by school Physical Education in this period of remote teaching. It considers and re-interprets the place of and knowledge about the experience taught (the subject of the experience) since this cannot be universalized due to its historicity character. The loss of the traditional locus for pedagogical praxis in Physical Education, replaced by the student’s viable abstract space, reveals a window of renewal for teaching and learning processes in our thematic field. We conclude that, in addition to the object, pedagogical intentions and the whole – how, when, and where to teach – are inseparable issues that demand our action as teachers of/in the condition of remote education. It is essential to understand that it is not possible to replace time and class space, and that this is an elementary condition of the experience.
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