Physical Education; Technology; Community of Practice; Teaching Knowledge.

This study emerged from concerns about the use of technologies in the school context within Physical Education classes. The research aimed to identify teachers' pedagogical needs regarding the use of technologies in the post-pandemic period and to understand how reflecting on their experiences can promote professional development. To achieve this, a community of teachers was established, guided by the research question: "What are the pedagogical needs of Physical Education teachers in using technologies in the post-pandemic period, and how can reflecting on their experiences promote professional development?" The study was based on the principles of Communities of Practice (CoPs) and employed action research as its methodological approach. Eight collaborative meetings were held, driven by challenges and reflections on the use of technologies in the classroom, previously identified by teachers through a questionnaire. Six out of the nine teachers from the network of State Centers for Professional Education (CEEP) in Rio Grande do Norte participated remotely, discussing the use of Information and Communication Technologies (ICTs) in Physical Education teaching. Data collection was conducted through questionnaires, recorded meetings on the Google Meet platform, and written records from the teachers' WhatsApp group. The research was justified as teachers attributed meaning to the meetings, motivated by an intrinsic need to explore new approaches to high school content. The discussions followed an adaptive flow, connecting weekly with the shared experiences. As a key result, the study highlighted an expanded understanding of the influence of media on Physical Education content.