Educação física escolar e sport education: as questões de gênero em aulas no ensino médio
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Data
2022-01-11
Autores
Pires, Aluízio Henrique Rocha
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Por meio de uma retrospectiva histórica da Educação Física escolar (EFE), percebe-se que as práticas focadas na técnica e no desempenho tornaram-se segregadoras em relação aos menos habilidosos e especialmente com o gênero feminino. Recentemente, com as tendências atuais da Pedagogia do Esporte, há a tentativa de romper com o modelo tradicional de ensino, e uma das propostas de renovação é o Sport Education (SE). Este modelo tem como foco proporcionar uma experiência esportiva autêntica, possibilitando a todos os alunos vivenciarem diversas funções durante a temporada, como jornalistas, treinadores e árbitros, assim, valorizam-se princípios como a diversidade e inclusão. Portanto, o objetivo deste estudo foi analisar como o modelo do Sport Education influencia as questões de gênero presentes em aulas de Educação Física escolar no Ensino Médio. Para isso, foi realizada uma pesquisa de caráter qualitativo e longitudinal. Os dados foram produzidos por um projeto de extensão vinculado à Universidade Estadual Paulista (UNESP) em parceria com uma escola pública de Ensino Médio do interior do estado de São Paulo por três anos (2017 a 2019). Dois instrumentos de pesquisa foram utilizados: diários de campo e grupos focais. A análise foi realizada por meio de uma técnica de categorização de respostas, chamada de categorias de codificação. Após a análise, criaram-se três categorias com suas respectivas subcategorias: a) Projeto de Educação Esportiva, com as subcategorias: limitações do projeto e características do modelo; b) Educação Físicaescolar e gênero, dividido em: participação nas aulas, questões emergentes nas aulas e questões biológicas e culturais; e c) Problemáticas da Educação Física, com as subcategorias: fatores de evasão e impactos da competição. Conclui-se que as questões de gênero, muito presentes na sociedade, se refletem nas aulas de EFE, contudo, há possibilidades pedagógicas, como o modelo SE, que auxiliam na inclusão de todos, principalmente as alunas, devido as principais características da abordagem. Entretanto, ainda podem ser percebidos alguns tipos de exclusão, questionados pelas meninas, o que pode indicar também que o modelo favorece a autonomia para combater e possivelmente diminuir as diferenças entre gênero nas aulas. Logo, o uso do SE na EFE pode contribuir de forma positiva a este respeito.
Through a historical retrospective of school Physical Education (EFE), it is clear that practices focused on technique and performance have become segregating in relation to the less skilled and especially with the female gender. Recently, with the current trends in Sport Pedagogy, there is an attempt to break with the traditional teaching model, and one of the renovation proposals is Sport Education (SE). This model focuses on providing an authentic sports experience, allowing all students to experience different roles during the season, such as journalists, coaches and referees, thus valuing principles such as diversity and inclusion. Therefore, the objective of this study was to analyze how the Sport Education model influences the gender issues present in Physical Education classes in High School. For this, a qualitative and longitudinal research was carried out. The data were produced by an extension project linked to the Universidade Estadual Paulista (UNESP) in partnership with a public high school in the interior of the state of São Paulo for three years (2017 to 2019). Two research instruments were used: field diaries and focus groups. The analysis was performed using a response categorization technique, called coding categories. After the analysis, three categories were created with their respective subcategories: a) Sports Education Project, with the subcategories: project limitations and model characteristics; b) School Physical Education and gender, divided into: participation in classes, emerging issues in classes and biological and cultural issues; and c) Problems of Physical Education, with the subcategories: dropout factors and competition impacts. It is concluded that gender issues, very present in society, are reflected in EFE classes, however, there are pedagogical possibilities, such as the SE model, which help in the inclusion of everyone, especially the students, due to the main characteristics of the approach. However, some types of exclusion can still be perceived, questioned by the girls, which may also indicate that the model favors autonomy to combat and possibly reduce gender differences in classes. Therefore, the use of SE in EFE can contribute positively in this regard.
Through a historical retrospective of school Physical Education (EFE), it is clear that practices focused on technique and performance have become segregating in relation to the less skilled and especially with the female gender. Recently, with the current trends in Sport Pedagogy, there is an attempt to break with the traditional teaching model, and one of the renovation proposals is Sport Education (SE). This model focuses on providing an authentic sports experience, allowing all students to experience different roles during the season, such as journalists, coaches and referees, thus valuing principles such as diversity and inclusion. Therefore, the objective of this study was to analyze how the Sport Education model influences the gender issues present in Physical Education classes in High School. For this, a qualitative and longitudinal research was carried out. The data were produced by an extension project linked to the Universidade Estadual Paulista (UNESP) in partnership with a public high school in the interior of the state of São Paulo for three years (2017 to 2019). Two research instruments were used: field diaries and focus groups. The analysis was performed using a response categorization technique, called coding categories. After the analysis, three categories were created with their respective subcategories: a) Sports Education Project, with the subcategories: project limitations and model characteristics; b) School Physical Education and gender, divided into: participation in classes, emerging issues in classes and biological and cultural issues; and c) Problems of Physical Education, with the subcategories: dropout factors and competition impacts. It is concluded that gender issues, very present in society, are reflected in EFE classes, however, there are pedagogical possibilities, such as the SE model, which help in the inclusion of everyone, especially the students, due to the main characteristics of the approach. However, some types of exclusion can still be perceived, questioned by the girls, which may also indicate that the model favors autonomy to combat and possibly reduce gender differences in classes. Therefore, the use of SE in EFE can contribute positively in this regard.
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Palavras-chave
Educação física escolar, Gênero, Ensino médio, School physical education, Gender, Sport education, High school