Protagonismo Juvenil na Educação Física Escolar: uma experiência com Jogos e Esportes Não Tradicionais na perspectiva Crítico-Emancipatória

Abstract

This dissertation analyzes how school Physical Education, guided by the Critical- Emancipatory Approach and youth protagonism, can contribute to the integral education of students in Full-Time High School through the teaching of Non- Traditional Games and Sports (NTGS). This quali-quantitative research, inspired by action research, was conducted with a class from a public full-time school, through a didactic sequence involving Tag Rugby, Pickleball, Curling Cornhole, and Lacrosse. Data production and analysis included observation and pedagogical records, a structured questionnaire, and students’ field diaries. The results indicate an almost total lack of prior knowledge of the modalities (95.6%), high levels of engagement and satisfaction (65% to 78%), expansion of the body culture repertoire, and concrete manifestations of the four dimensions of youth protagonism (autonomy, participation, competence, and solidarity) in class organization and collective decision-making. The analysis shows that strategies such as rule flexibility, the use of alternative materials, and group discussions created effective spaces for participation, transforming Physical Education into a space of co-authorship and emancipation. It is concluded that the articulation between the Critical-Emancipatory Approach, youth protagonism, and Non-Traditional Games and Sports constitutes a promising pathway to reframe the role of Physical Education in Full-Time High School, provided that adequate conditions for teaching work, pedagogical time, and continuing education are ensured. This study addresses the Sustainable Development Goals (SDGs) 3 (Good Health and Well-being), 4 (Quality Education), and 11 (Sustainable Cities and Communities) of the United Nations 2030 Agenda by promoting integral education, youth participation, and health through school Physical Education.