Abstract
The implementation of remote learning as a result of the COVID-19 pandemic has become a new and complex reality for school communities. In this context, the aim of this study was to analyse the experiences of Physical Education teacher-researchers with remote learning in federal institutes. Based on the Freirean perspective and social learning theory, the study was developed with a qualitative and collaborative approach, through autobiographical narrative method. Eight teacher-researchers participated in the study. Data were generated from narratives produced by teacher-researchers and were analysed through constant comparisons. As findings, four themes were identified: new scenarios and challenges; collaboration among peers; connecting with students; and rethinking Physical Education classes. In conclusion, teachers’ experiences involved transformative responses to the limits faced in remote learning, including listening to students’ voice, and forming a study group for collaborative learning.
Keywords:
Education, primary and secondary; Learning; Pandemics; COVID-19