O ensino on-line em período de confinamento
Perspetivas de estudantes-estagiários/as de educação física
DOI:
https://doi.org/10.24840/esc.vi59.334Palavras-chave:
ensino remoto, estágio, tecnologia, emoções, identidade profissionalResumo
Explorar as vozes de estudantes estagiários/as de Educação Física acerca do processo de reconfiguração do ensino presencial para o ensino on-line foi o propósito deste estudo. Foram incluídas 48 narrativas de estudantes-estagiários/as de quatro instituições de ensino superior de formação de professores de Educação Física em Portugal. A análise temática teve como conceitos sensibilizadores os elementos essenciais para a transação educativa (Garrison et al.), as caraterísticas pedagógicas que influenciam as experiências dos/as alunos/as no uso de dispositivos digitais (Kearney et al.) e o papel das emoções no aprender a ser professor/a (Zembylas). O empobrecimento do currículo, focado nas áreas da aptidão e dos conhecimentos, aliado à ausência de corpos (dos/as próprios/as estagiários/as e dos/as alunos/as) e de ‘toque’ comprometeu a aprendizagem de alunos/as e estagiários/as. A tecnologia, quando usada para promover o envolvimento, a comunicação e as interações, evitou que o espaço virtual se tornasse num ‘não lugar’. Os imperativos burocráticos, de regulação e controlo, comprometeram a aprendizagem e a função formativa da avaliação. O sentimento dos/as estagiários/as foi de perda por não interagirem presencialmente com os/as seus/suas alunos/as, mas também foi um desafio e um reconquistar de espaço de agenciamento junto aos/às orientadores/as.
Submetido: 15.02.2021
Aceite: 20.05.2021
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Direitos de Autor (c) 2021 Paula Batista, Mariana Amaral-da-Cunha, Elsa Silva, Kelly O’Hara, Amândio Graça
Este trabalho encontra-se publicado com a Licença Internacional Creative Commons Atribuição-NãoComercial-CompartilhaIgual 4.0.
Os/as autores/as mantêm os direitos autorais, sem restrições, e concedem à revista ESC o direito de primeira publicação, com o trabalho simultaneamente licenciado sob a Creative Commons Atribuição-NãoComercial-CompartilhaIgual 4.0 Internacional (CC BY-NC-SA). É permitido copiar, transformar e distribuir e adaptar o material em qualquer suporte ou formato, desde que com o devido reconhecimento da autoria e publicação inicial nesta revista, as alterações sejam identificadas e seja aplicada a mesma licença ao material derivado, não podendo ser usado para fins comerciais.
