SOCCER PEDAGOGICAL PRACTICE IN PHYSICAL EDUCATION LESSONS UNDER A GENDER PERSPECTIVE

Abstract

This intervention-research aimed at analyzes a didactic-pedagogical path that articulated the treatment of soccer content with a coeducational stance. The theoretical foundation was guided by the historical-critical pedagogy (SAVIANI, 2005), by Gasparin's (2003) studies on the didactic aspects of this pedagogy, and by Castellani Filho et al. (2009) who, through the critical-overcoming proposal of this pedagogy, brought the conception of education proposed by Saviani to the Physical Education. Thereunto, a program of soccer lessons was observed in a sixth grade of elementary school in a public school in Cocal do Sul - SC. To record the lessons, video and audio recording were used, complemented by notes in a field diary. The results showed that gender relations among adolescents during the pedagogical practice of soccer has the masculine hegemony, but after experiencing the problematization of the coeducation experience, new alternatives of sociability and learning may arise questioning the generalization present there.