The teaching of fights/martial arts in a remote setting: notes on a didactic-methodological trajectory in teacher formation in Physical Education

Abstract

The article portrays an investigation whose objective was to analyze the implications of the pedagogical work developed in a curricular component entitled: 'Pedagogy of Struggles', in the second half of 2020, prepared in remote conformation, in a federal higher education institution, in the state of Minas Gerais/BR. It was a qualitative investigation. The sample group had twenty-eight apprentices, being fourteen men and the same number of women. In terms of analytical procedures, the empirical materials produced during the classes were scrutinized. To examine them, content analysis was used as a technique. The results showed success in relation to the theoretical contributions selected to the discipline, with emphasis on contents with social relevance and those that provided epistemological basis for the development of the teaching of Fighting, in the different stages of basic education. Another highlight referred to the way the meetings were conducted, especially when there were “practical” activities. In terms of limits, the emphasis fell on the “lack of body contact”, constituting the great challenge for the teaching of Fighting/Martial Arts at school, due to its remote configuration.