Olimpíadas da escola: processos educativos emergentes de uma competição dialógica

• Ano de defesa: 2024
• Autor(a) principal: Borsetti Junior, Ari Fernando
• Orientador(a): Souza Júnior, Osmar Moreira de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus São Carlos
• Programa de Pós-Graduação: Programa de Mestrado Profissional em Educação Física em Rede Nacional - PROEF
• Palavras-chave em Português: Educação física escolar; Competições escolares; Dialogicidade; Processos educativos; Princípios freirianos
• Palavras-chave em Inglês: Phisical education school; School competition; Transformative learning; Freirian principles
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO; CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO; ENGENHARIAS::ENGENHARIA DE PRODUCAO::PESQUISA OPERACIONAL::TEORIA DOS JOGOS
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/19943

Competition is a ubiquitous element in society and is central to the phenomenon of games. Understanding competition as content becomes crucial in Physical Education classes, as the discipline is permeated by competitive elements and often formalizes these competitions in school or inter-class games. However, there is a need to move beyond the hegemonic, exclusive, and culturally regulated view of school competition as an end in itself, often alienated from more transformative learning experiences. This research aimed to analyze the educational processes that emerged from implementing a student games model based on the principles of Freirean pedagogy: dialogicidade, praxis, autonomy, and emancipation as mediators in knowledge construction. This competition allowed students to reflect critically, express ideas, share perspectives, and find collective solutions. The qualitative research was based on the action research methodology. Over a school year, competitive activities from various manifestations of body culture were carried out with students from three fifth-grade classes at a municipal school in Sumaré, São Paulo, Brazil. Data was collected through class diaries and focus groups. The data was analyzed using the coding category method, with the highlighted codes grouped based on the Freirean principles that underpinned the actions. The implementation of a Freirean-inspired student games model fostered transformative learning experiences, promoting critical reflection, dialogue, collective problem-solving, and the development of autonomy and emancipation among the participating students. This approach challenges the traditional, hegemonic view of school competition and opens up possibilities for more inclusive, democratic, and humanizing educational practices.