Práticas educativas do badminton e o desenvolvimento humano de estudantes em projetos esportivos em Manaus/AM

Abstract

This study aims to understand the relationships between educational practices developed through badminton and the development of students according to the concepts of the Historical-Cultural Theory (THC). In this context, the central question is: How does the teacher act in teaching and learning through badminton, considering the resources used to develop perception, imagination, creative processes, and other interpretative possibilities for the development of higher mental functions? The thesis to be defended focuses on the teaching work developed in the process of teaching and learning badminton based on the historical-cultural perspective, with the possibility of developing educational practices that simulate reality, promoting a Physical Education that educates for life. According to the theoretical-methodological framework of the historical-cultural perspective, data discussion and analysis will employ a microgenetic approach. In the fieldwork, conducted from february to april 2023, the following data collection instruments were used: field diary, students' drawings, interviews with the Physical Education teacher, informal conversation with the pedagogue, and video recordings of Badminton classes at FCSA school, CEL Eldorado, and CEL Ninimberg Guerra. This research characterized the conditions provided in the educational practices carried out, seeking alternatives for teaching work focused on creative and imaginative activity. It aimed to describe the teacher's conceptions regarding psychological and human development in the activities developed in these settings. Simultaneously, it presents the trajectory of the PPC Badminton and the teacher’s educational practices through their accounts and interactions with students, considering game conditions and socio-psycho-educational issues, so that students can learn and express processes of imagination and creation as interpretative possibilities for human development.In this way, the study describes how the teacher stimulates perception, creative activity, and creative processes, promoting the development of higher mental functions through perceptions related to the dynamics of winning and losing, game tactics, the relevance of psychological work, and peer sociability in different contexts. These initiatives demonstrate overcoming adversity and contribute to human emancipation. Therefore, the development of higher psychological functions is formed through collective and individual actions—on one hand, by what is experienced, and on the other, by how it is experienced, depending on personality traits and environment, in accordance with the laws of development and the influences of the subject's psychological aspects.