Competições Esportivas Escolares: uma proposta de democratização pela dialogicidade

Abstract

Traditional models of sports competition, which often replicate the principles of high-performance sports in the school context, frequently result in exclusion and dissatisfaction, especially among students considered unfit within this model's paradigm. This research aims to analyze the educational processes emerging from a school competition proposal based on dialogicity. In developing this competition, we will incorporate elements inspired by the Callejera Methodology and Sport Education to enable greater student participation. The research was conducted with a 9th-grade class from a municipal school in São José dos Campos, which develops a bilingual Portuguese/Brazilian Sign Language (Libras) project for deaf students. The methodological approach adopted is qualitative, guided by action research, allowing for direct intervention and continuous adaptation of competition practices. The research context was a school competition with a 9th-grade class, in which the students themselves, collectively and dialogically with the teacher-researcher, participated in the planning and implementation. The data collection instruments were focus groups, participant observation, and field diaries. Data analysis was performed using coding categories, and for this research, two categories were organized: Limit Situations and Viable Novelties, and their respective subcategories: Banking Education, Dehumanization, Problematization, Dialogicity, Universal Ethics of the Human Being, and Awareness. In the first category, the influence of athletic performance on the observed oppressive attitudes was evident, as well as the limitations of banking education in the humanization processes stimulated by the methodologies that underpin this research. In the viable novelties category, the educational processes that emerged through this competition, based on dialogicity, were highlighted. The awareness and ethical processes provided by the Callejera Methodology were evident, as was the valorization of dialogue as a tool for problem-solving, the positive change in perception about sports competition, and the engagement in the experiences of bodily practices in physical education classes.