O ensino remoto da educação física em conformação remota: o que revela o plano de estudo tutorado do Estado de Minas Gerais (2020)?

Abstract

The year 2020 was marked by the COVID-19 pandemic. Isolation and social distancing as a way to slow down the transmission of the virus directly impacted the educational process around the world, as schools had to be closed. In Brazil, as well as in other countries, remote teaching was adopted as an alternative measure. The state of Minas Gerais, it instituted the Special Regime for Non-Present Activities (REANP), organized under a number of proposals, namely: a digital platform (study at home); an app (School Connection); a television program (connect with education); and the Tutored Studies Plan (PST), being the last and main pedagogical instrument in the remote context, since its execution and feedback “validated” the workload in subjects o educational process. In view of the relevance of this pedagogical artifact (read PST) for teaching work and school training, we undertook a (scientific) investigation whose central aim is to scrutinize the Physical Education content contained in the documents proposed in the year 2020, due to correspond to the year of implementation of the policy, prospecting the context of the program, the epistemologies present in the document, the pedagogical practices raised by the document, as well as its evaluative conceptions. For that, a methodological approach based on the precepts of document analysis was used, which focuses on the context of the document, its authors, its legitimacy, the nature of this text, the key concepts and its internal logic. Among some of the issues observed the inversion of the teaching role stands out; the superficiality of the contents; the lack of continuity between them; the suppression of various content that is central to the area, even in relation to the pandemic itself. In general terms, remote teaching proved to be inaccessible due to the fact that both teachers and students sometimes do not have digital devices or handling techniques (digital literacy) at their disposal, with emphasis on the issue of the effectiveness of public policy. In general terms, remote teaching proved to be inaccessible due to the fact that both teachers and students sometimes do not have digital devices or handling techniques at their disposal, with emphasis on the issue of the effectiveness of public policy. Within the scope of the specificity of Physical Education teaching, the proposed contents, their epistemologies, there is little or almost no dialogue/basement with the current literature of School Physical Education, including in relation to official documents. With regard to pedagogical practice, the proposals raising reproductive/copyists actions, with few provocations through which the appropriation of specific knowledge could be encouraged, exploring in an incipient way the “learning channels” and not waking up curiosity, through culture of the study. In relation to evaluative notion, the document is founded, in general, on conceptions aligned with the exam perspective, in which its fulfillment should serve as a passport or not for the next educational years. Finally, the study indicates the problem in which the pedagogical practice is inserted, therefore, a current theme for the delicate moment of Brazilian Education.