Educação física e aulas remotas: um olhar para o trabalho com alunos com deficiência em escolas do Rio Grande do Sul

Abstract

This article addresses Physical Education in the period of social distance and school inclusion. It is characterized by a qualitative descriptive exploratory study that aims to understand how remote teaching of Physical Education is contemplated for students considered as inclusion. A survey was conducted with 43 teachers by sending a questionnaire. There are changes and adaptations in the curriculum and classes, difficulties in accessing technologies and decreased contact between teachers and students. It is understood that maintaining the bond / learning, teacher training and recognition of this work are important demands in this process. It is emphasized that differences must be present in school contexts, enhancing human development.