Iniciação ao goalball para estudantes com deficiência visual: sistematizações a partir de um projeto de extensão

Abstract

The present study sought to describe the actions of an extension project related to the practice of goalball for students with visual disabilities while aiming to present an initiation proposal to this modality. This is an experience report of an extension project. The extension Project lasted for one year and was carried out with students with visual disabilities from a specialized educational center in a capital of Northeastern Brazil. The purpose of this Project was to analyze the impact of the practice of goalball on the physical-motor, quality of life, and subjective aspects of students with visual disabilities, and it aimed to strengthen the initial formative process of undergraduate students in Physical Education area. The implementation of the initiation proposal started with the recognition of the local reality and the diagnostic evaluation of the students, which made it possible to identify the context of intervention and the characteristics of the students about physical and motor skills related to goalball, as well as the quality of life and the meanings about disability and the practice of goalball. Based on that, it was possible to elaborate a systematization proposal for the initiation of goalball to be implemented in the project, which took place through 12 classes, covering the contents of Orientation and Mobility and recognition of the game space (class 01), body image and sensory perception (class 02), rules and principles of the modality (classes 03 and 04), physical abilities (classes 05 and 06), motor skills and fundamentals of goalball (classes 07 and 08), tactical actions (classes 09 and 10) ) and goalball festival (classes 11 and 12). Afterward, in the reassessment phase, it was sought to reapply the initial evaluation protocols to verify the developments of the initiation proposal in the variables obtained in the diagnostic evaluation. Besides, at the end of the project, the monitors returned to the specialized educational center with the data obtained in the evaluations and they presented them for the students with each point, as well as they shown guidelines to maintain them. It was also possible to articulate the triad that guides the formative process in Higher Education (teaching, research, and extension) through the project. Based on this context, it is noteworthy that the goalball initiation extension project for students with visual disabilities managed to achieve their goals, enabling the practice of the oriented modality, and that triggered benefits in the aspects evaluated in this public. Furthermore, because of the insufficient opportunities for contact with the people with disabilities in the college environment, the extension activities, such as this project, appear as one of the means of strengthening the initial formative process of undergraduate Physical Education students for acting with people with disabilities in different educational contexts.