Compreensões sobre o processo de planejamento colaborativo para o ensino de basquetebol na escola

Abstract

A distorted view of Physical Education teachers’ work still persists in different social contexts, reinforcing the need to move beyond practices limited to the mere transmission of technical skills and to broaden teaching as a critically oriented formative experience. Against this backdrop, this study aimed to analyze the process of designing and implementing a basketball teaching unit collaboratively planned and developed by Physical Education teachers, examining its unfolding from a critical perspective and from the standpoint of a teacher educator. This qualitative action-research study was carried out in a municipal public school with a 5th-grade class, in partnership with two Physical Education teachers. The research pathway included six planning meetings, sixteen lessons, and six re-planning meetings. Data were produced through Field Notes recorded across meetings and lessons, and analysis proceeded through the identification of data units and their organization into five interrelated analytical categories: (A) challenges and barriers; (B) pedagogical praxis; (C) critical reflection on pedagogical practice; (D) dialogicity; and (E) collective construction of teaching. The findings show that collaborative planning unfolded as a process shaped by tensions and ongoing reconfigurations typical of everyday school life. Key challenges included difficulties in systematizing planning, tensions with historically entrenched patterns in School Physical Education, and constraints imposed by institutional organization, instructional time, and the concrete conditions for lesson delivery. At the same time, the collectively constructed process fostered shifts in how basketball teaching was understood, expanding possibilities for dialogue, reflection, and participation in guiding pedagogical work. Throughout the process, lessons were continuously reorganized in response to students’ feedback, adjustments made during re-planning, and decisions negotiated among the teachers, enabling basketball to be addressed beyond an approach centered solely on technical execution. It is concluded that collaborative planning involved not only organizing lessons, but also sustaining collective decisions and adjusting the course of teaching in response to students’ feedback and the school’s real conditions, thereby producing new meanings for basketball teaching over time.