ABSTRACT
The year 2020 was marked by the COVID-19 pandemic. As a way to prevent and control the spread of the virus, social distancing was implemented and schools were forced to close and switch to remote teaching. The objective of this study is to analyze the different realities of Physical Education teaching work in public and private schools in Porto Alegre (RS) during the pandemic. An online questionnaire was completed by 41 elementary school teachers. In private institutions, classes were mainly conducted in synchronous formats, with video lessons and practice, with emphasis on health improvement. Public institutions took longer to resume classes and opted for asynchronous teaching methods and sending assignments in different formats and content. This was mainly due to lack of access to technological equipment and internet service. The subjects' freedom of action shows that the teaching practices are the result of their own conceptions of the world, but are also limited by other contextual factors.
ABSTRACT
The imposition of corporal isolation and the physical closure of schools required adaptations and transformations in basic education institutions with regard to forms of contact and teaching-learning actions. The aim of this study was to describe and reflect on the tactics and strategies of the UFRGS College of Application in the face of the need for social isolation and maintenance of teaching activities. Certeau's theory was used to analyze the tactics and strategies used by the school in this period. As methodological procedures, public documents were used, in which content analysis resulted in three analytical categories: remote directed studies, digital inclusion, and the food kit. The results showed the transformation of counter-hegemonic tactics to combat social inequality and access to education into power strategies for maintaining remote studies.