Futebol e literatura na aula de educação física: possibilidades transdisciplinares em uma escola pública em João Pessoa - PB

Abstract

The present study aimed to promote a transdisciplinary teaching proposal through the reception of literary texts about soccer in Physical Education classes, based on the hypothesis that the consortium between soccer and literature may constitute a didactic, pedagogical, cultural and humanist possibility as an alternative to the biological-technical standards commonly used for teaching soccer as a content among those existing in the area of sports to be taught at school. Since, in literary texts, soccer is represented by considering the multiplicity of its relations with society, culture and subjects, through the reception of narratives, our proposal was directed to lead students to an autonomous, reflective and questioning reading about soccer resignifying the pedagogical practice of this content at school. This study was carried out at Escola Cidadã Integral Professora Liliosa de Paiva Leite, in the city of João Pessoa-PB, having as collaborators nineteen full-time High School students of both genders, between 15 and 19 years old. It is a research with a qualitative approach and exploratory nature, outlined through an action research. The instruments of data collection were semi-structured interviews, participant observation and records in the field diary. As for the analysis of the data, we guided ourselves by the interpretive paradigm, using the narratives of the students who composed our sample as a way of accessing the understanding of the senses and meanings attributed by them to soccer, reading, literature and the experience of who participated as collaborators. This study had as a result, a didactic sequence, whose elaboration as well as the reflections and analyzes throughout our scientific investigation, used the theoretical and methodological orientations of the scholars, such as, Antunes (2004), Guterman (2009), Damatta (1994), Hall (1997), Eagleton (2003) Bourdieu (1983, 1989 e 2002), Betti (2009 e 2017), Darido (2001 e 2007), Kunz (1994), Neira (2014 e 2018), Jauss (1994), Cosson (2014) e Lajolo (2004). Thus, by correlating theoretical and scientific knowledge with the structuring of practical actions with soccer in a sociological, anthropological and cultural prism, we hope, with this study, to have collaborated with the reflection on the pedagogical contributions of the reception of literary texts about soccer in Physical Education class, the reframing of this content in the Physical Education curriculum, the reconfiguration of the role and place of this subject and in the political pedagogical project of the school, and the promotion of the qualification and valorization of the Physical Education teacher.