Impactos de uma intervenção com atividades físicas para professores de Educação Física em tempos de pandemia: a pesquisa-ação na centralidade do processo

Abstract

From the concern of the researcher about the scenario established in 2020, due to the pandemic period of COVID-19, the proposal for intervention with physical activities was arose through smartphone applications called The School Tournament of the Integration of Canguçu "VIRTUAL TEIC". This master's research aimed to present the results of an intervention with remote physical activities and the effects on the pedagogical practice of physical education teachers in the municipality of Canguçu, in southern Brazil. The method used was the qualitative action research. The intervention took place from March to September 2021, with physical activities through smartphone applications in the modalities walk, running and cycling and had the support of 16 teachers. The data were submitted to content analysis, proposed by Bardin, through the participation of teachers in interventions with remote physical activities, VIRTUAL TEIC, with the use of instruments such as: diagnostic questionnaire that allowed teachers to specify and contextualize the situation of physical activity, through virtual tools such as physical education content, field diary, devolutions of the prints of the paths for each modality, participation in meetings and responses to the final questionnaire to obtain the information in relation to the proposal, as well as the activities carried out by the students and the school community. The results showed that working with TEIC Virtual in schools was a positive strategy that provided teachers with a lot of learning in a period of exhaustion, although with difficulties in accessing the Internet and with infrastructure problems, it was possible to perceive the importance of the proposal for the motivation of work with students. The intervention, with remote physical activities, was considered positive, aroused the union of the school community and motivated pedagogical work in the pandemic period. Furthermore, it was evidenced that the legacy left by remote work was associated with the power of overcoming teachers to the obstacles that were encountered, valuing their dedication in teaching practice.