A pedagogia do esporte e suas interlocuções com a formação integral na rede jesuíta de educação

Abstract

The present study deals with the reflection and analysis of existing sports practices as after-hours activities in the three researched institutions and the role of sport from the formative concept proposed by the Brazilian Jesuit Education Network (RJE). The general objective is to understand the role of complementary sports practices and dialogue intensifiers in Sport Pedagogy and the comprehensive training recommended by the PEC (2016; 2021), both in the pedagogical scope and in the management perspective. The theoretical foundation seeks to show studies of Sport Pedagogy that dialogue with the perspective of integral formation, such as those of Paes, Galatti, Machado, Scaglia, Ferreira, Reverdito, D'Angelo, and with the theme of integral education, from Arroyo, Pacheco, Titton and Klein. The methodology used was qualitative, carried out in three institutions of the Brazilian Jesuit Education Network. For the survey, it was a different case of multiple cases (YIN, 2015), which used publicity materials, political projects, applied projects, carried out with four sport managers, with projects applied with eleven sports teachers from the three institutions. For data analysis, we used Discursive Textual Analysis (MORAES, GALIAZZI, 2006). As a result, we concluded that sports can manifest themselves in different ways in institutions. The converging point among managers was the importance of the PEC (2016; 2021) as a basic document to think about sports from the perspective of the integral formation of students, and, among teachers, the contribution of sports to the formation of the human being in its entirety. As an intervention proposal, it was proposed to create spaces for dialogue among the supervising coordinators of the network's sports area to the vision of a participatory, inclusive and integrated sport.