Pós-pandemia, juventudes e ensino médio: um estudo no campos da Educação Física

Abstract

The impacts of the pandemic have been widely discussed within the human and social sciences. In the field of education, these transformations are interpreted and experienced in diverse ways. The high school Physical Education teacher is situated within a context that, in addition to the challenges brought by the pandemic, also faces legislative changes (such as the reform of the high school curriculum) that complicate both understanding and pedagogical practice within the school environment. In this regard, the present study aimed to delve into this issue in order to contribute to the educational field by identifying paths to navigate emerging dilemmas. To that end, the analysis was grounded in the theoretical framework of Cultural Studies, seeking to understand, through teachers’ representations, the impacts of the post-pandemic scenario on the daily practice of Physical Education in high schools. Understanding this pedagogical discourse may aid in the search for pedagogical possibilities, especially in light of the fact that the educational field was significantly strained during the pandemic, in part due to the absence of youth in schools. Additionally, the remote teaching model adopted during the pandemic deepened and exposed pre-existing educational inequalities, further underscoring the need to understand how these challenges are perceived by educators. This qualitative research adopted a field study methodology, using semi- structured interviews, and followed the Oral History method as suggested by Meihy and Holanda. The objective was to investigate the educational transformations caused by the pandemic in high schools, based on teachers’ narratives. Four Physical Education teachers were interviewed, and the findings indicate that the pandemic deeply affected the educational and social development of youth, limiting experiences related to bodily practices and exacerbating structural inequalities within the school environment. Nonetheless, the study highlights the relevance of Physical Education as a field of cultural resistance and inclusion, with the potential to foster a more representative curriculum that is sensitive to diversity. It concludes that rebuilding the educational process of students requires rethinking the school curriculum and valuing pedagogical practices that promote critical thinking and appreciation of cultural diversity.