Esportes de Invasão não convencionais como proposta de intervenção pedagógica para as aulas de Educação Física no ensino médio noturno

Abstract

Sport plays a relevant role in school Physical Education. However, teaching still focuses on traditional modalities, limiting the diversification of bodily experiences, especially in night high school. Given this scenario, it becomes necessary to expand the pedagogical possibilities of this thematic unit, with unconventional invasion sports being an alternative to diversify the content and bodily experiences offered to students. In this sense, this research aimed to analyze the implementation of a pedagogical intervention focused on teaching unconventional invasion sports in Physical Education classes in night high school. The investigation was characterized by a qualitative approach, guided by the assumptions of participatory research, with the participation of 24 students from the 3rd year of night high school, class of 2025, at the Cristo Rei State College, a public school in Pato Branco (PR). The intervention consisted of 20 classes, developed over two months, in which the students experienced modalities such as Indoor Hockey, Tapembol, Tripela, Tchoukball, Oliverbol, Poull Ball, and Ultimate Frisbee. Data collection occurred through a sociodemographic questionnaire, initial diagnostic assessment, final assessment, and field diary. These instruments made it possible to identify the students' prior knowledge, verify the learning constructed, and record the actions, interactions, and behaviors observed during the intervention. Data were analyzed using a descriptive qualitative method, considering information gathered through the various instruments throughout the intervention. The results demonstrated that the implementation of the teaching unit broadened students' knowledge, bodily experiences, and interest in the modalities covered, in addition to promoting participation, interaction, motivation, and engagement during classes. A greater understanding of the characteristics of the modalities worked on and their differences in relation to traditional sports was identified. Participants also valued the opportunity to experience bodily practices that are little explored in the school context. Among the limitations, the reduced time for practical experiences and the absence of official materials for some modalities stood out, requiring pedagogical adaptations. Students pointed out that a greater number of classes could favor the deepening of knowledge and experiences developed. Despite these challenges, the proposal demonstrated potential to expand learning and participation opportunities, contributing to the diversification of Physical Education content in schools and to the enrichment of the Body Culture of Movement. The research results indicate that the teaching unit constitutes a viable alternative to diversify bodily experiences in high school. As an educational product, a digital e-book, in the form of a teaching unit, was developed to support the teaching of these modalities in Physical Education at school.