Residência pedagógica em educação física escolar no ensino remoto: relações de gênero e sexualidades na abordagem do esporte

Abstract

During the COVID-19 pandemic, the use of remote teaching as an emergency method became necessary. As a result, there was a need to investigate how this emergency teaching format was able to be effective during this period and whether it would be viable to use it under normal teaching circumstances. In Physical Education classes, remote teaching was questioned in various ways, but the process of adaptation during the pandemic led teachers to reinvent themselves and become capable of delivering classes without physical space and the majority of practical aspects of the content. Considering that physical education raises various tensions related to gender and sexualities, whether through content, practical

classes, or proposed discussions, there was a perceived need to investigate the possibilities, limitations, and influences of remote teaching on gender and sexualities in Physical Education classes. The research was conducted with 50 high school students from a state school participating in the Pedagogical Residence Program at the Federal University of Ceará, located in Fortaleza-Ceará. A questionnaire with open-ended and closed-ended questions was used, which was administered in the school's computer lab. The inquiries followed the following line of reasoning: questions focused on participation in physical education classes during remote teaching; questions focused on gender and sexualities in Physical Education classes; and questions relating physical education, gender, sexualities, and the content of "team sports." Based on the interpretation and reflection on the obtained responses, it was found that gender and sexualities are of utmost importance in Physical Education classes; in the approach to team sports, there are still many tensions and the use of segregating methodologies between genders and sexualities; among the main limitations of remote teaching is its accessibility; however, it can be considered as a suitable teaching format and can contribute to discussions on gender and sexualities in Physical Education classes.