Participação feminina nas aulas de futebol do ensino médio: uma análise das barreiras emocionais, sociais e pedagógicas

Abstract

The practice of soccer in high school Physical Education classes remains marked by gender inequalities that directly impact female student participation. This study aimed to analyze the social, cultural, and pedagogical factors influencing female students’ engagement in school-based soccer. Using a mixed-methods approach, the research was conducted with students from the Federal Institute of Goiás – Inhumas campus, through structured questionnaires and semi-structured interviews with 12th-grade female students. Quantitative data were analyzed using absolute and relative frequencies, while interview responses were interpreted using Bardin’s Content Analysis. The results indicated that, although teachers offer encouragement and institutional space for mixed-gender activities exist, persistent barriers continue to discourage female participation. Key factors included fear of injury, feelings of technical inferiority, derogatory comments from male peers, and a lack of prior sports experiences during childhood. Many girls reported participating in soccer classes out of obligation rather than genuine interest, reinforcing the perception of soccer as a predominantly male sport. Participants’ suggestions emphasized methodological adaptations, such as cooperative games, balanced mixed-gender teams, representation of female role models in sports, and the creation of a respectful and inclusive environment. The study concludes that promoting gender equity in school soccer requires sensitive pedagogical strategies, teacher engagement, and structural changes in the educational context. These findings contribute to the ongoing debate on gender and sports in education, offering insights for more inclusive practices aligned with the guidelines of Brazil’s National Common Curricular Base.