O Ensino do Esporte Para Além do Componente Curricular de Educação Física: Uma Proposta de Jogos Interdisciplinares em Competições da Esfera Escolar

Abstract

The general objective of this study was to propose the development and implementation of an Interdisciplinary Games model, with the aim of integrating the participation of other curricular components, in addition to physical education, aiming to stimulate reflection and active participation of the teaching staff in the democratic approach to sport throughout its development. This is an action research proposal, based on the collection of data from the Focus Group, of a qualitative nature and with a descriptive, exploratory and propositional character. Twelve teachers from a Public School in the city of Cidade Ocidental-GO participated in this study. The teachers were invited to participate in five moments, namely: the Project Presentation Meeting, Focus Group 1, Focus Group 2, Culminating Event and Focus Group 3, where they could reflect on the sporting phenomenon, discuss their experiences and perspectives, plan, execute and evaluate a competition model developed/adapted to meet the reality of the aforementioned school community from the perspective of interdisciplinarity. When we consider sport as a multifaceted and multifactorial phenomenon, we can understand its potential for engagement in the school context in an interdisciplinary panorama, a fact that is still little explored in the pedagogical scenario due to traditional methodologies, lack of communication/cooperation of the teaching staff, lack of planning, stereotypes related to the historical context of sport and physical education, professional overload or even lack of knowledge, which ends up restricting the students' significant learning about the sporting phenomenon, going against the school's Political Pedagogical Project. However, even in the face of the problems observed, this study shows that it is possible to expand students' access to the world of sports through innovative methodologies and teaching intervention, as long as there is dialogue between the agents that represent the different areas of knowledge of the school curriculum, since the active participation of the school community is a relevant factor for better management of competitiveness, space-time, and of course, interdisciplinarity, especially with regard to the sports phenomenon and its influences on society, by ensuring that the other curricular components, aspects of local culture, and especially students, the focus of the teaching-learning processes, have the opportunity to express themselves by being heard and valued.