Detalhes bibliográficos
| Ano de defesa: |
2025 |
| Autor(a) principal: |
Souza, Juliana Roque de
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| Orientador(a): |
Ponce, Branca Jurema
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação: Currículo
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| Departamento: |
Faculdade de Educação
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| País: |
Brasil
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://repositorio.pucsp.br/jspui/handle/handle/44098
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Resumo: |
Cross-cutting themes emerged in the brazilian educational scenario as issues of national urgency in 1997, as part of National Curriculum Parameters established by the Federal Government. The commitment to building citizenship called for an educational practice focused on understanding social reality. These contents were proposed for the curriculum of formal education institutions and, in some instances, were integrated into non-formal education institutions. Sesc São Paulo advocates in the Guiding Document of its Sports Program the teaching of cross-cutting themes aiming to contribute with the student´s integral formation as citizens. The aim of this study was to outline an overview of educational practice with cross-cutting themes within the Sesc Sports Program and analyze it from the perspective of Curricular Justice proposal (Ponce & Araujo, 2019), Critical Multiculturalism (Candau, 2011) and Sports Pedagogy (Galatti et al., 2017). The research methodology employed a qualitative approach and encompassed the following procedures: bibliographic research, analysis of the Sesc Sports Program's Guiding Document, and field research. For data collection, semi-structured interviews were conducted with ten physical and sports educators from Sesc São Paulo working in seven operational units in the capital. The description and interpretation of the data followed the precepts of Bardin's content analysis (2016). Six categories of analyses were created: the concept of cross-cutting themes, which themes have been developed, the reasons for its presence or absence in classes, adopted methodologies, the planning of cross-cutting themes, and perceived needs to qualify educational practice with these contents. The findings indicate that educators perceive cross-cutting themes as separated from or unrelated to sports practice, indicating an understanding of sport as apart from society and still focused on teaching technical-tactical aspects. The emergence of conflicts among students was the main reason for addressing cross-cutting themes, highlighting the prevalence of reactive actions. Dialogue stands out as the most frequently mentioned method by educators to proceed with these issues. Regarding planning, cross-cutting themes are often connected to a calendar of events, campaigns, or commemorative dates, as well as to the hiring of experts. However, they are seldom associated to daily action plans. Educators have emphasized the necessity of allocating time for planning and undergoing training processes to qualify the work with cross cutting themes. Finally, suggestions are proposed for the Sesc Sports Program to improve the engagement with cross-cutting themes based on the proposal of Curricular Justice (Ponce & Araújo, 2019), through its dimensions: knowledge, care and democratic coexistence; through Critical Multiculturalism (Candau, 2011) and Sports Pedagogy (Galatti et al., 2017) |
