Educação física e aulas remotas: um olhar para o trabalho com alunos com deficiência em escolas do Rio Grande do Sul
DOI:
https://doi.org/10.5216/rpp.v24.66039Keywords:
Physical education, School inclusion, Remote teachingAbstract
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.