Atividades físicas e esportivas em projetos sociais : sentidos construídos pelos educandos do Centro Social São José de Calasanz

Abstract

The aim of the dissertation is to analyze, through the practices and narratives, the signification that learners of Centro Social São José de Calasanz (CSSJC) they built on this social project. In a complementary manner to that general objective, discusses the academic production on the physical and sports activities in social projects, in eight of the leading journals of the Brazilian Physical Education, trying to understand how this issue has been addressed in these scientific vehicles. Therefore, articulates two methodologies: the exploratory research and the implied ethnoresearch. At first, it operates bibliometric indicators and uses as sources the eight scientific journals Physical Education better ranqueadas by WebQualis periodic 2014. Works with 67 articles found in the period 1979-2014, which were analyzed by temporal distribution, typology of texts, methodology, issues addressed and authorship. To understand the signification constructed by learners of CSSJC about the project, uses the implied ethnoresearch, kind of ethnography that presupposes the membership relationship of the researcher to the investigated object, the statement of the actions taken in the context studied and creating knowledge to operate this context. We interact with approximately 240 subjects, 220 learners and 20 educators/managers. In compiling the data, operates with the following sources: participant observation diary systematic; iconographic records still images (photographs); oral narratives of learners and educators, captured in communicative interactions (enunciation - speaks act); and oral narratives, text and images produced by the project practitioners. In the process of analysis and interpretation, structured data from different sources with the theoretical and methodological principles that guided the research, in particular the concepts of relationship with knowledge, signification and experience a positive reading and figures of learning proposed by Bernard Charlot; the concepts of place and space proposed by Michel de Certeau; and Critical Discourse Analysis. The survey results show that the practical contents worked were more effective, signaling that the theoretical approaches should be worked from situations that make signification to learners; the lack of educational progression of content generates dissatisfaction in practitioners, pointing the competition as an important parameter for the updating of the individual and collective goals; the relationship that students establish with knowledge, the figures of learning most valued are the intertwining of self and distancing-regulation, and friendship an important factor in their experiences in the project; accession of the reasons the project demonstrate signification that are not grounded in personal experience; and the main demands of the learners on the CSSJC refer to the lack of identity marks in physical spaces and the asymmetrical power relations present in the project.