MEANINGS OF PHYSICAL EDUCATION TEACHERS ABOUT THE INCLUSION OF STUDENTS IN THE COVID-19 PANDEMIC

Abstract

During the Covid-19 pandemic, education underwent adjustments in terms of teaching modality, teachers and students had to migrate to emergency remote teaching. In particular, the process of including students in school physical education (PE) required reinventing school activities for the new school context. The study aims to identify the meanings of Physical Education teachers about the inclusion of students during the period of social isolation caused by the Covid-19 pandemic and on their return to face-to-face classes. The research adopted the method of Socio-Historical Psychology, which has its genesis in Historical-Dialectical Materialism, and the theoretical-methodological analytical category of Senses and Meanings. The lócus of the research was the municipality of Icó/CE, located in the north-east of Brazil. The instrument used was a reflective interview with two Physical Education teachers. The interpretation of the research data was based on the proposal of nuclei of meaning. The results show the challenges of inclusion during remote education, the decline in student interest in returning to face-to-face classes, strategies to promote inclusion and engagement, and Physical Education as an important field for social inclusion. In addition, the research also highlights the challenges and possibilities of Physical Education in times of pandemic, providing an overview of the strategies that can be adopted to ensure the challenges and ensure inclusion. In conclusion, the research is a strong potential for the school and academic environment, which allows subjects to debate and reflect on the importance of researching this object of study. Therefore, it is necessary to look inside the school and through this look recognise the obstacles to making significant progress in the inclusion of students in school physical education.