Educação Física Escolar e a contribuição da metodologia Callejera nos conhecimentos atitudinais

Abstract

This work is a result of a culmination of an Action Research applied on a Public School in the city of São Carlos, São Paulo, with fifth grade Elementary School children at the School of Physical Education. The classes were planned for the development of the Invasion Sports Content, Therefore, I have prepared a Didactic Unit about this theme. Nineteen interventions were completed which led to the construction of 16 camp diaries. The study acknowledges the contribution of Callejera Methodology at the educative process that can occur in the attitudinal camp. The Callejera Methodology comes from Fútbol Callejero – a popular Education practice originated in Argentina. This methodology is composed of a game developed in three Times. In the 1st time the rules of the game are defined and all the participants can include, change or abolish the rules. In the 2nd time, the actual game takes place. In the 3rd time also called Mediation the winning team is defined by the points count. The score of the game in the 2nd Time is not the final determining factor of the winning team because the teams need to demonstrate the accomplishment of the Pillars: Respect, Togetherness and Solidarity. These are attributed values that will be calculated to reveal the final score. In this game the teams are mixed, so, that each team is composed of boys and girls. This is compulsory and there is no arbitration by a judge. In this way the adherence to the rules, the follow up to the game and the facilitation of the final dialogue leading to the validation of the points is done by a Mediator. The data of the research were collected through class observation and were transcribed in diaries composing the camp note. To the elaboration of the camp notes, were used audios of the intervention recorded on a smartphone. This served to elicit memories about the sequence of events that occurred. The return and analysis of the camp diaries elicited questions about competition and gender that has been repeated in several instances. Those parts were collected composing two categories which were named according to the comments of the students. For example: “But he is great!” showing questions related to competition and “The girls keep doing their nails!” with questions related to gender. Therefore, throughout the application of Callejera Methodology, we witnessed that emerged educative process and were gain new knowledge, especially the Solidarity due to the sharing of the players to the balance of the teams and the break of the female stereotypies about using makeup and sport practices. This were developed the work with the social and emotional skills recommended by the Base Nacional Comum Curricular (BNCC).