Fazendo história e vencendo preconceitos: uma experiência na escola pública com o futsal para meninas

Abstract

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.