Banca de QUALIFICAÇÃO: JAMES FERNANDES DE MEDEIROS

TEACHING BADMINTON IN SCHOOL PHYSICAL EDUCATION FROM THE PERSPECTIVE OF CRITICAL-EMANCIPATORY CONCEPTION IN A MUNICIPAL PUBLIC SCHOOL

Physical education. Elementary School. Badminton. Critical-emancipatory.

The teaching of hegemonic traditional sports in Physical Education classes and the lack of diversification of its contents are important problems in the area. Traditional teaching centered on traditional collective sports based on the principles of performance and competition has generated the exclusion of the weak to the detriment of the most skilled. The lack of content diversification is pointed out in the literature as a reason for evasion. In this sense, badminton is an ideal (non-traditional) school sport, capable of including boys and girls of all ages and skill levels in a safe, fun and inclusive practice. Thus, we developed the teaching of badminton in the Critical-emancipatory Conception, expanding educational possibilities. In view of this, the study question was: how to teach badminton in Physical Education classes in Elementary School Final Years from the perspective of the Critical-emancipatory Conception? The general objective: To build, apply and evaluate a didactic-pedagogical proposal for badminton teaching in Physical Education classes guided by the dialogical-problematizing teaching-learning process in Elementary School Final Years in the Critical-emancipatory Conception. Specific objectives: describe the limit transcendences developed in a badminton teaching unit; discuss possibilities for developing creative educational competence; reflect the gender relations of students in badminton classes in School Physical Education and analyze students' perceptions and feelings in their experiences in badminton classes. We adopted as a methodological outline a qualitative approach of the research-action type of descriptive-exploratory nature. The research setting was the Professor Zuza Municipal School, Natal/RN, involving three 8th grade classes A, B and C with 51 participants. For this, we built a badminton teaching unit with 15 lessons of 60 minutes held in the 2nd bimester (May to August) in 2023. The lessons were held: classroom and video and in the courtyard. The pedagogical planning consisted of three moments: 1. Project socialization meeting with the school community and signature of the terms (TCLE and TALE); 2. Diagnostic evaluation and 3. Lesson planning. The teaching strategies were the transcendence of limits: direct, learned and creative/inventive. The research instruments were: questionnaires, student's field diary, imagery records and participant observation. The research was submitted and approved by the UFRN Research Ethics Committee with the opinion of the Brasil platform nº 6.038.258 on May 3, 2023, according to CNS Resolution 466/12. With this, we consider that the didactic unit developed was significant in the formation of students from the teaching of badminton in public schools, resulting in a successful pedagogical practice, capable of developing new learning, abilities and educational skills in students.