O ensino dos saberes conceituais críticos do futebol entre jovens estudantes do ensino médio nas aulas de educação física
Ferreira, Bruno Martins
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The aim of the present study intervention process which had a Didactic Unit containing Football in the Physical Education at School as a starting point. Affirming the school space as a place for social interaction, and understanding the cultural relevance that the content of football in its theme allows and permeates, it is considered opportune to associate education based on dialogue, in order to problematize and re-signify such practice. Overcoming the technical and exclusionary bias often manifested in the school environment and with a view to a pedagogical proposal that teaches above all, more than just the technical and tactical competences of the game, a set of sixteen classes was created, based on an active methodology, with emphasis on the teaching of critical concepts of sport, which from this methodology can be generated as contributions in the critical and political formations of those involved in the research. Thus, the present study was guided by the following question: how do young high school students mean their learning experiences related to soccer? For that, a qualitative research was carried out, adopting as methodological procedures the research strategic action, rounds of conversation with the adolescents and construction of class diarie. The identified data were analyzed from the perspective of categorization, indicating that the research methodology strategic action, as well as the rounds of conversation, allowed and subsidized the consolidation of the intervention and the learning that came from it, when articulating the content football in its critical concepts of contextualization synchronic, diachronic and contemporary with elements present in the culture of the young investigated. On the learning of such critical contexts, it was identified that fronts of the origin, institutionalization, political instrumentalization, globalization, commodification and gender issue in football had as main and common element as an educational tool the interaction of significant practices together the valorization of the historicity, experience and knowledge of the participants themselves. Such learning in the most different contexts were indicated by the transposition of knowledge of the contents taught in class, to the life of the young people after their critical appraisals and political reflections. It is concluded that the youngsters, while learning, signaled as educational processes, to what they seem to make the most sense, that reaffirm their identities and that are more coherent with their world projects, pointing to the importance of meaningful practices that dialogue with their universes and to enable them to transform, interpret and situate themselves in the world.