PROTAGONISMO JUVENIL NAS AULAS DE EDUCAÇÃO FÍSICA:

UMA INTERVENÇÃO COM JOGOS E ESPORTES NÃO TRADICIONAIS NO ENSINO MÉDIO INTEGRAL

Abstract

This study analyzes how school Physical Education, guided by the Critical-Emancipatory Approach, can contribute to the development of youth protagonism through the teaching of non-traditional games and sports in Full-Time High School. It is a qualitative-quantitative study, inspired by action research, conducted in a public full-time school in the state of Tocantins, Brazil. The pedagogical intervention consisted of the implementation of a didactic sequence involving the following modalities: Tag Rugby, Pickleball, Lacrosse, adapted Curling, and Cornhole. Data collection instruments included participant observation, pedagogical records, a structured questionnaire, and students’ field journals. The results indicated a prior lack of knowledge about the modalities, high levels of engagement, and an expansion of the students’ body culture repertoire. Evidence was also found of the development of dimensions of youth protagonism—autonomy, participation, competence, and solidarity—especially in decision-making and the organization of activities. It is concluded that the inclusion of non-traditional games and sports, articulated with the Critical-Emancipatory Approach, constitutes a powerful strategy to reframe school Physical Education and strengthen student participation.

Keywords: School Physical Education; Youth Protagonism; Full-Time High School; Non-traditional Sports.