| dc.description.abstract | The present study deals with the reflection and analysis of existing sports practices as
after-hours activities in the three researched institutions and the role of sport from the
formative concept proposed by the Brazilian Jesuit Education Network (RJE). The
general objective is to understand the role of complementary sports practices and
dialogue intensifiers in Sport Pedagogy and the comprehensive training recommended
by the PEC (2016; 2021), both in the pedagogical scope and in the management
perspective. The theoretical foundation seeks to show studies of Sport Pedagogy that
dialogue with the perspective of integral formation, such as those of Paes, Galatti,
Machado, Scaglia, Ferreira, Reverdito, D'Angelo, and with the theme of integral
education, from Arroyo, Pacheco, Titton and Klein. The methodology used was
qualitative, carried out in three institutions of the Brazilian Jesuit Education Network.
For the survey, it was a different case of multiple cases (YIN, 2015), which used
publicity materials, political projects, applied projects, carried out with four sport
managers, with projects applied with eleven sports teachers from the three institutions.
For data analysis, we used Discursive Textual Analysis (MORAES, GALIAZZI, 2006).
As a result, we concluded that sports can manifest themselves in different ways in
institutions. The converging point among managers was the importance of the PEC
(2016; 2021) as a basic document to think about sports from the perspective of the
integral formation of students, and, among teachers, the contribution of sports to the
formation of the human being in its entirety. As an intervention proposal, it was
proposed to create spaces for dialogue among the supervising coordinators of the
network's sports area to the vision of a participatory, inclusive and integrated sport. | en |
