Futebol, diversidade cultural e estratégias inclusivas na formação continuada de professores de educação física

Abstract

Based on the guiding question, “Is it possible to develop a continuing education program for teachers that considers the non-hegemonic diversity of the sports phenomenon and is guided by inclusive strategies?”, this research aimed to develop and analyze a continuing education course aimed at Physical Education teachers in Basic Education, with an emphasis on the approach to the non-hegemonic diversity of the sports phenomenon and the construction of inclusive strategies for its implementation in the school context.The investigation focused specifically on football, a widely practiced invasion sport, exploring its multiple modalities and inclusive pedagogical possibilities. The choice of football as the background is due to its significant cultural relevance and broad social reach, both in Brazil and internationally. It is emphasized that the practice of football goes beyond the professional and hegemonic model, manifesting in different forms, such as fútbol callejero, button football, blind football, and even in the context of electronic sports. These variations represent different forms of social and cultural appropriation, reflecting the plurality of sporting experiences that coexist in contemporary society.The research adopted a qualitative, exploratory approach. The study was conducted with Physical Education teachers working in the early years of Elementary School in the Municipal Public Education Network of Conceição do Araguaia, in the state of Pará. The sample consisted of 24 teachers. Data collection was carried out through semi-structured interviews conducted before the beginning of the training course. In addition, field diary entries, photographs, and audio and video recordings were used, composing a rich and diverse corpus of information.The continuing education course lasted two months, totaling eight meetings. During this period, teachers participated in practical and reflective activities aimed at the collective construction of inclusive pedagogical practices. Furthermore, they collaborated in the creation of educational material aimed at applying the discussed strategies. At the end of the course, an evaluation questionnaire was applied to assess the formative impact of the experience on the participants' teaching practice.The results indicated that the training contributed to expanding the teachers' pedagogical repertoire, favoring the recognition of the cultural diversity of football and the construction of inclusive strategies for the teaching of Physical Education. The teachers demonstrated openness to non-hegemonic practices, re-signified their conceptions about sport, and identified concrete possibilities for adaptation and participation of all students in class.