A cultura do “jogar bola” na perspectiva das crianças do 6º Ano: subsídios para o planejamento do professor de educação física

Abstract

The present study investigates how listening to 6th-grade elementary school students aids the pedagogical practice of the Physical Education teacher, using the meanings that children attribute to soccer to broaden their reading of the world regarding the sport. To achieve this objective, the research adopts a qualitative approach divided into two fundamental stages: The first uses ethnographic inspiration to promote a deep immersion into the students' sociocultural environment, allowing for the observation of the actions, interactions, life histories, and discourses that structure soccer culture in their routines. The second develops collaborative and participatory action research during classes, transforming active listening into the foundation for proposing three didactic-pedagogical interventions that seek to enhance questioning, generate knowledge, and construct new meanings for sports practice. The study demonstrates that teaching planning dispenses with rigid scripts and requires a porous structure, capable of absorbing daily pulsations and unforeseen learning moments. The investigation highlights that planning means designing spaces guided by student protagonism, allowing students to assume the authorship of their own trajectory instead of occupying the position of a mere spectator. Far from suggesting the abandonment of teacher mediation, working with students' motivations requires an even more attentive, intentional, and planned pedagogical stance. Finally, the research concludes that enhancing the meanings attributed to soccer serves as a pathway toward integral human formation, transforming the sport from a simple pursuit of the goal into a fertile space for reflection on one's own identity and relations with the other.