O projeto de vida como atividade pedagógica no currículo do Ensino médio: um olhar para os Jogos Olímpicos de Paris 2024

Abstract

This research sought to understand how the content: Sport, from the Paris 2024 Olympic Games can contribute to the development of life projects by high school students. In view of that, the following questions arose: What are the professions associated with the sports contested at the Paris 2024 Olympic Games? How can we relate the diversity of knowledge found in these professions to the life projects of high school students? From these, we chose the following objectives: to identify the professions associated with the sports contested during the Paris 2024 Olympic Games, chosen by the students to be included in the study; to associate the diversity of knowledge found in professions with the Life Projects of high school students; in addition to guiding and presenting the Life Projects developed by high school students, based on the association of professions with modalities. The research was based on a qualitative, descriptive, and exploratory approach, developed from an action research perspective, seeking to pedagogically intervene in the context under study. The group researched was composed of 21 students, 12 female and 9 male, aged between 15 and 17 years old. We used discussion groups and semi-structured interviews to collect data. Data analysis was performed through content analysis, using a posteriori categorization as the methodological procedure, from which the following categories emerged: Lifestyle Habits; the Meanings of Physical Education classes; Life Project and future goals: (re) knowing other professions; and Olympic Games and the diversity of professional knowledge.The results revealed that students' daily lives were marked by a variety of extracurricular activities. Regarding the meanings given to Physical Education, it was found that it was predominantly associated with health issues. As for their professional future, most of the students presented a definition about what profession they wanted to be, with one student being unsure about her professional future. Thus, we can conclude in general terms that the students understood that to teach Sport in a contextualized and systematized way represents an important pedagogical proposal for the construction of their Life Projects.