Ensino do badminton na Educação Física Escolar: experimentando a concepção crítico-emancipatória numa escola pública municipal de Natal/RN

The teaching of hegemonic traditional sports in Physical Education classes and the limited diversification of their content are considerable problems in the area. Traditional teaching centered on traditional team sports based on the principles of performance and competition has generated the exclusion of the weak at the expense of the more skilled. The reduced diversification of content is highlighted in the literature as a reason for evasion. In this sense, badminton presents itself as a possibility for diversification, being a non-traditional, inclusive and fun sport. Thus, we developed the teaching of badminton in a Critical-Emancipatory conception, experimenting with educational possibilities. Given 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 proposal for teaching badminton in Physical Education classes in Elementary School Final Years, based on 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. This is qualitative action research of a descriptiveexploratory nature. The setting was Escola Municipal Professor Zuza, Natal/RN, involving 8th grade classes A, B and C. To achieve this, we built a badminton teaching unit with 15 60-minute classes held between May and August 2023. Classes were held in the classroom, video room and courtyard. The pedagogical planning consisted of the following: project socialization meeting; diagnostic assessment and lesson planning. The instruments were: questionnaires, student field diary, image recordings and participant observation. The research was approved by ...