Educação Física, por meio do ensino remoto, junto a uma aluna com deficiência visual: um relato de experiência na EJA.

We aim to report the experience of a Physical Education teacher, in remote teaching, with a visually impaired female student in Youth and Adult Education (EJA). We base this pedagogical intervention on the Freirean perspective, having as guiding principles: dialogue, inclusion, construction of a horizontal relationship between teacher and student, and life experiences. Synchronous moments were carried out, via WhatsApp, having the student's reality as a starting point for the construction of learning, critical and reflective awareness, through the knowledge of Physical Education through dialogic classes. Some difficulties were experienced, such as the lack of knowledge about educational technologies to mediate classes, the instability of the internet connection, the insecurity about remote teaching and the experience of body practices without the presence of the teacher. We conclude that there is a need for teacher training on educational technologies, in addition to the importance of inclusive, dialogic and problematizing methodologies. The choice of synchronous/asynchronous activities contributes to reducing the distance between teacher and student, enabling the construction of knowledge, through a dialogic pedagogical practice. The absence of structural, technological and pedagogical support, in the pandemic context, and the lack of continuing education on educational technologies reflected in the increase in educational inequalities. [ABSTRACT FROM AUTHOR]