“Respeita as mina” o ensino do skate na educação física escolar

Abstract

The focus of this thesis is situated in the universe of corporal practices, which in spite of presenting some advances is still guided by unequal gender relations, full of prejudices. This study is centered on a specific corporal manifestation, skateboarding, stigmatized by the idea that this is a modality primarily belonging to the male universe. The main objective of this thesis was to investigate the constitution of collaborative processes between peers for the elaboration of a liberating pedagogical proposal for teaching and learning skateboarding for Physical Education classes, which problematizes gender issues, building strategies about the respect and women’s empowerment. In order to reach this objective, a collaborative formation was elaborated and constituted about teaching and learning process of skateboarding and gender issues, configuring one of the specific objectives of this thesis. The methodological procedures used were based on qualitative-collaborative research. The study collaborators were Physical Education teachers and students, participants in this collaborative formation. The discursive textual analysis was the approach used for data interpretation and triangulation. As a result of this thesis: a) we plan and implement this collaborative formation; b) we describe and analyze the formation identifying four generating themes 1) Mothers about skateboarding: the woman's place is wherever she wants 2) Skateboarding freedom and/or oppression 3) Gender in School Physical Education Censorship or reality? 4) Empowerment of women on skateboarding, themes that were relevant in this questioning of gender issues in the teaching and learning process of skateboarding; c) we collaboratively systematized a pedagogical proposal for teaching and learning skateboarding from a liberating perspective, building actions of empowerment and respect for women in the sport; d) we present and share this pedagogical proposal to support the teaching and learning process about skateboarding. Based on these results, it can also be seen that collaborative formation was a significant experience in terms of a collaborative learning space between peers when we identified potential formation to develop and deepen knowledge regarding its pedagogical action, mainly on gender issues. with a focus on women's empowerment and skateboarding in an emancipated (liberating) way.