Para além da quadra: a educação física no enfrentamento da violência escolar através do handebol

Abstract

The present study focused on tackling school violence in high school Physical Education classes, investigating how teaching handball can mediate conflicts and foster a culture of peace and respect. The general objective consisted of analyzing the potential of a handball-based pedagogical intervention for promoting dialogue and overcoming the various manifestations of violence within the school context. The investigation adopted a qualitative approach, outlined by the intervention-research method, conducted with a class from a state public school in Guaiúba-CE. The methodological path was developed in integrated stages: immersion in the field through participant observation; implementation of an interventional cycle of four meetings based on the Critical-Emancipatory Approach; and data production through field diaries and a small group called the Catharsis Circle. Data analysis was based on Thematic Analysis, operationalized by identifying units of meaning that allowed the emergence of analytical categories. These categories connected the students' discourse and gestures to the theoretical assumptions of the relationship to knowledge, communicative competence, autonomy, and dialogue. The results showed that the students' initial conceptions were marked by individualism and exclusion based on technical performance, reflecting characteristics associated with the concepts of structural and symbolic violence. However, the intervention enabled signs of transformation, in which communicative action emerged as an artifact for overcoming conflicts. The analysis of the discourse revealed the potential of the curricular component to promote the appreciation of diversity, culminating in the collective drafting of a Letter of Commitment that formalized new pacts of conduct in the school. It was concluded that the resignification of Physical Education depends on a teaching practice committed to conflict mediation and comprehensive human development. As an educational resource, the Pedagogical Guide "Bodies in dialogue: body practices as devices for tackling school violence" was developed, aiming to promote the confrontation of school violence through the resignification of body practices, using dialogue and cooperation as central axes for the development of student autonomy.