Fazendo história e vencendo preconceitos: uma experiência na escola pública com o futsal para meninas
Gender issues have long been one of the issues of school Physical Education and society. As a conducive scenario for an investigative look at these issues, a pedagogical practice of girls' soccer at school was evidenced in the study, with their experiences of protagonism and coping with prej...
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| Formato: | Dissertação |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/30052 |
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| Resumo: | Gender issues have long been one of the issues of school Physical Education and
society. As a conducive scenario for an investigative look at these issues, a
pedagogical practice of girls' soccer at school was evidenced in the study, with their
experiences of protagonism and coping with prejudice and inequality based on
gender relations in sport. In this perspective, the general objective of this study was
to analyze gender issues and prejudices suffered by girls who play football in a
sports project in a public school, as well as to present characteristics of the
protagonism and empowerment of the students and the engagement of the teacherresearcher. The specific objectives were: building a critical-historical synthesis of the
participation of girls and women in Physical Education and sport, highlighting the
football modality; to present the aspects of the professional training of the teacherresearcher that contributed to face unequal gender relations in Physical Education
and school sports; analyze the students' narratives in relation to the senses and
meanings in their engagement in football; describe the context, the pedagogical
process and the learning results of an extraclass sports project in a public school in
Fortaleza - Ceará. To this end, a participatory research was carried out in a girls'
football project at school, through participant observation, the teaching narrative of
the teacher-researcher and the thematic interview with 08 (eight) students. The
analyzed project reveals the potential of a sports practice at school as a tool for girls'
empowerment, and points out directions for the development of a more democratic
school sport. The students' speeches show that: (i) their initiation in football happens
frequently in ball games on the street; (ii) the influences of family members are
preponderant for the permanence or withdrawal in football; (iii) the level of technical
skill in football is still a determining factor for the inclusion or exclusion of girls in
school Physical Education classes; (iv) involvement in girls' football provides both
pleasant feelings, which are related to the spontaneous and pleasurable character of
the project, and feelings of pain, which are related to the symbolic aggressions of
prejudice; (v) the experiences in the football project promote a critical awareness of
the social configuration of the sport. Considering girls' football at school with an
empowering pedagogical practice, we indicate that it is increasingly urgent to take a
look at the culture of football, which is hegemonically male, in order to reconstruct it
more democratic and less excluding, from the school floor. |
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