Jogos competitivos orientados pela Metodologia Callejera: possibilidades e desafios para o empoderamento das meninas nas aulas de Educação Física

Abstract

The starting point of this research stems from concerns regarding the low participation of girls in Physical Education classes and the gender inequalities that continue to permeate school-based bodily practices. This study is inspired by Fútbol Callejero, originally conceived to take place in three stages: the first dedicated to the collective construction of rules and team formation; the second to the game itself, played without referees and with the presence of a mediator; and the third devoted to post-game dialogue, during which participants assessed whether the rules were respected and whether the principles of cooperation, solidarity, and respect were upheld. Building on this transformative potential, its characteristics and ethical principles can be transposed to other bodily practices in the school context, giving rise to what is referred to as the Callejera Methodology. This approach promotes self-managed processes, expands student protagonism, and creates opportunities for conflicts, stereotypes, and inequalities to be critically problematized. The general objective of the research is to analyze the educational processes emerging from the implementation of the Callejera Methodology in competitive games within Physical Education classes, with the aim of expanding the participation of girls in a fifth-grade class of elementary school. To achieve this objective, a qualitative action-research study was conducted through the analysis of a teaching unit structured around competitive games guided by the Callejera Methodology. Data analysis followed procedures of coding and categorization, allowing the identification of two major analytical categories inspired by Paulo Freire: limit-situations and viable novelties. The results indicate that competitive games guided by the Callejera Methodology contributed to re-signifying competition, democratizing participation, fostering student autonomy, and expanding the active presence of girls in Physical Education classes, highlighting female empowerment as a viable novelty constructed within everyday school practices. The findings of this research will be used in the development of an educational e-book, aimed at sharing strategies and teaching experiences that may serve as support for other teachers.