A adesão ou não da educação física adaptada por professores de educação física no ensino remoto

Abstract

The aim of this study was to investigate whether physical education teachers are addressing the contents of Adapted Physical Education in the context of a pandemic. Thirteen teachers participated in the study (Age: 36±8 years; Male: n = 9, 69%; Female: n = 4, 31%) from public (n = 7, 54%) and private (n = 6, 46%) schools in city of Fortaleza/CE. Teachers teach physical education classes in teaching elementary 1 (n = 5, 19%), elementary II (n = 11, 42%) and intermediate (n = 10, 38%). You data were collected via an online questionnaire (Google Forms®), sent to the participant networks. The present study investigated whether teachers of Physical Education approach the content of Adapted Physical Education in contexts of COVID-19 pandemic. The main findings indicate that teachers consider the complex and problematic remote class period. The teachers indicated aspects structural (adaptation of materials and precarious structure), organizational (absence of space in school planning) and education/training (difficulty in seeking specialization in the area) as the main problems of EFA classes. we conclude that the teaching-learning process in EFA classes was complex, problematic and that students with disabilities were harmed by the lack of adaptations methodological and accessibility to participate in classes.