https://revistaseletronicas.pucrs.br/index.php/iberoamericana/N%25EF%25BF%25BD%25EF%25BF%25BDO%2520https:/www.scimagojr.com/index.php/caderno-marista-de-educacao/issue/feed 2024-02-05T09:38:05-03:00 Roque Corrêa Júnior [email protected] Open Journal Systems <p>O Caderno Marista de Educação, instituído em 2005, no formato impresso, é um periódico científico da Gerência Educacional e está vinculado ao Curso de Pedagogia da Escola de Humanidades da PUCRS. É editada em plataforma eletrônica [ISSN 1677-9576], sob a direção da Edipucrs, com fluxo contínuo de publicação. Tem como principal foco promover a discussão de temáticas relacionadas à Educação Básica, a saber: formação de professores, currículo, aprendizagem, gestão escolar, tecnologias, inclusão, metodologias e políticas educacionais, bem como outras temáticas que envolvam a educação básica. Os trabalhos aceitos nos idiomas <strong>português</strong> e <strong>espanhol</strong>, balizados pelas normas bibliográficas atualizadas da ABNT.</p> https://revistaseletronicas.pucrs.br/index.php/iberoamericana/N%25EF%25BF%25BD%25EF%25BF%25BDO%2520https:/www.scimagojr.com/index.php/caderno-marista-de-educacao/article/view/44056 2024-02-05T09:38:05-03:00 Leia Raquel Almeida [email protected] Karina Pacheco Dohms [email protected] Rubiane Severo Oliva [email protected]

<p> </p> <p><strong>Abstract</strong>: This article presents a reflective analysis of the trajectory of the Physical Education (PE) curricular component throughout the pandemic period until the return to presential teaching with it’s new paths in the experience of corporeality. It’s specific objectives were: a) report the history of tensions and resilience in the problematization of the pedagogical aspects of PE in the midst of a pandemic; and b) check the trajectory of the PE curricular component in the face of the situation of social distancing and it’s consequences. This case study, with a qualitative approach, analyzed documents from pedagogical records and lesson plans from the Initial Years of Elementary School, records and observations from the speeches of PE teachers in this segment, the engagement of students in the proposed activities and the returns (feedbacks) of families, from 2020 to 2022. In this study, it is evident that corporeality experiences were produced in the practices carried out with students, the result of constant reassessment at each planned moment, respecting their different times, processes and possible experiences. This movement made it possible to experiment with other ways of doing, thinking and developing PE within the limitations present in remote teaching, prioritizing care for each student. Therefore, reverberating in other ways of producing meaning for teaching.</p>

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