摘要：This article addresses the challenges of the pandemic in Brazil, problematizing the strategies and dilemmas of physical education teachers-researchers in the fight against covid-19 (SARS–CoV2). The covid-19 pandemic had social impacts, such as the abrupt interruption of basic education activities in Brazil due to the need for social isolation. Precautionary measures required a restructuring of the teaching systems, pedagogical structures, and interaction strategies, almost all involved in a teaching process eminently mediated by digital technologies. Thus, one wonders how Physical Education teachers and their respective education networks organize themselves in the face of social isolation regarding work strategies for ways of relating to knowledge. The aim of this article is to analyze the pedagogical experiences of teachers-researchers – public school teachers and university researchers – in four Brazilian states: Ceará, Pará, Rio Grande do Norte, and São Paulo, in order to discuss the implications for school physical education how to fight the pandemic via social isolation. This is an exploratory and descriptive study, which uses narratives. It also comprises an intervention project. The design of the analysis is inspired by the methodological structure of the pedagogical cases, which comprises the elaboration of narratives, the shared analysis of narratives by different individuals, and the synthesis of analyzes in the form of a balance of experiences. There are three dimensions integrated with the relationship with knowledge – identity, social and epistemic dimension –, which are fundamental for physical education teachers who narrated the situations experienced. We believe that the educational process cannot be reduced to the transmission of information through technological resources and digital platforms. It is necessary to recognize that complex teaching situations are inserted in the relations with knowledge and, therefore, cannot be treated as generic and fragmented.
关键词：narratives; Relationship to knowledge; Teacher Education; collaboration; Educational Technology
