Audácia de jogar futebol de mulher na cidade dos homens: aulas-treino pela pedagogia da corporeidade

Abstract

This study addresses the boldness of girls in playing football and had the overall objective of providing movement-based situations that foster audacious configurations in both football games and the lives of girls aged 12 to 16. It is a qualitative research study with a longitudinal temporal cut, designed by combining action research methodology with non-participant observation (in public squares and school settings). The research participants are 27 students enrolled in the Escolinha de Futebol Brincante at UFPB (Itatuba campus), all between 12 and 16 years old. The interventions were carried out over the course of three months, with two weekly classes lasting approximately 90 minutes each, amounting to 24 training sessions and 36 hours of intervention. The classes were guided by the structure of the Aula Laboratório (Laboratory-Class) from the Pedagogy of Corporeality, which, in addition to teaching technical-tactical aspects of the sport, emphasized autonomy, overcoming shyness, and deconstructing gender stereotypes. For data collection, the instruments and techniques used included a field diary, semi-structured interviews, and visual records (photography and video recordings of the classes). The movement situations were analyzed using the Scriptural Semiotic Method of the Pedagogy of Corporeity, which focuses on the poetics of play and abductive logic, formulating hypotheses and meanings for the participants involved in the games. The analyses revealed an increase in the number of girls playing football during Physical Education classes, school breaks, and in sports courts and public squares in the city of Itatuba, Paraíba—reaffirming their right to occupy these spaces. Furthermore, boldness emerged as a central category: the players became more communicative and autonomous, demonstrating greater daring during football games.