Ensino do futsal escolar no Ensino médio alagoano/Maceió: uma análise a partir da perspectiva de gênero em um território marcado pelo “rola bola”

Abstract

This study developed a pedagogical intervention in teaching futsal in high school Physical Education classes through a games-based approach (conditioned, traditional, and situational games), within a context marked by the “roll-the-ball” model. The study analyzed the process from a gender perspective. A qualitative approach was adopted, guided by action research. The study was conducted in a public state school in Maceió, Alagoas, Brazil, with a second-year high school class, involving eight female students as a focus group. Data were collected through unstructured focused interviews, as well as focus group discussions and field journals. The intervention, grounded in sport pedagogy, was implemented over 24 futsal lessons using a games-based methodology. Data were analyzed through an interpretive process based on the gender category. The findings indicated that, in the participants’ sociocultural contexts, experiences with foot-based ball games were shaped by gender boundaries that restricted girls’ participation. In the school context, Physical Education classes, often organized under the “roll-the-ball” logic, reinforced gender hierarchies and low female participation. The intervention reorganized gendered power relations and reconfigured this context, promoting new forms of participation and girls’ empowerment, associated with the development of physicality and greater bodily autonomy, although still marked by conflicts and resistance. It also revealed critical understandings of gender inequalities. As an outcome, an educational resource was developed to address gender issues in school sports events. It is concluded that teaching futsal, guided by coeducational principles and sport pedagogy, represents a relevant possibility for addressing gender inequalities in school Physical Education.