<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022022000100732</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634202248237054por</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O esporte no contexto escolar extracurricular: sentidos e contradições no ensino do futsal]]></article-title>
<article-title xml:lang="en"><![CDATA[Sport within the extracurricular school context: meanings and contradictions related to futsal teaching]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ricci]]></surname>
<given-names><![CDATA[Christiano Streb]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Flavia Volta Cortes de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marques]]></surname>
<given-names><![CDATA[Renato Francisco Rodrigues]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Campinas  ]]></institution>
<addr-line><![CDATA[Campinas SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Ribeirão Preto  ]]></institution>
<addr-line><![CDATA[Ribeirão Preto SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual de Campinas  ]]></institution>
<addr-line><![CDATA[Campinas SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[Ribeirão Preto SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>48</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022022000100732&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022022000100732&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022022000100732&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A prática e o ensino do esporte, que se expressam em diferentes âmbitos, como a escola, o lazer e o alto rendimento, derivam de componentes socioculturais relacionados ao contexto pedagógico em que este processo ocorre, assim como à bagagem cultural dos agentes envolvidos. Entendendo a escola como um espaço de proteção social para além da socialização, cuidados com o direcionamento pedagógico se fazem importantes, pois possíveis desigualdades na oferta de oportunidades de aprendizagem podem se refletir em outras esferas da vida dos(as) alunos(as). No ambiente escolar, o futsal se apresenta em duas formas principais, estando presente tanto na educação física curricular como também em atividades extracurriculares. O objetivo deste estudo foi investigar e analisar as razões e sentidos de se ensinar futsal no ambiente escolar extracurricular, adotados por professores/treinadores de uma cidade do interior do estado de São Paulo. A partir de entrevistas semiestruturadas com professores/treinadores de futsal, e análise de dados com base na teoria fundamentada, têm-se como principais resultados três eixos temáticos: 1) objetivos do ensino do esporte no ambiente escolar: a formação moral como contribuição relevante; 2) disposições dos professores/treinadores para a supervalorização do resultado esportivo; 3) a participação como um privilégio para poucos(as) alunos(as) com melhor aptidão para a competição. Conclui-se que mesmo conhecendo ações mais apropriadas para o contexto das PEEs, os professores/treinadores vinculam suas ações pedagógicas à conquista de resultados competitivos ótimos, causando exclusão e oferta desigual de oportunidades de aprendizagem aos(às) alunos(as) envolvidos nas PEEs.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The practice and teaching of sport, which are expressed in different environments such as school, leisure and high performance environments, derive from sociocultural components related to the pedagogical context in which these processes take place, as well as the involved social agents&#8217; cultural background. Understanding school as a space for social protection and socialization, the care related to pedagogical actions is important, as possible social inequalities in the offering of learning opportunities can be reflected in other dimensions of students&#8217; lives. At school, futsal teaching happens both in Physical Education classes and extracurricular activities, being the later called in this study as extracurricular sports practices (ESP). The aim of this study was to investigate and analyse the reasons and meanings of teaching futsal as an extracurricular sport practice, for teachers/coaches in a country city in the state of São Paulo, Brazil. Through semi-structured interviews with futsal teachers/coaches, and data analysis based on Grounded Theory, the main results are expressed in three thematic axes: 1) goals of teaching sport at school: moral education as a relevant contribution; 2) dispositions of teachers/coaches for the overvaluation of the sport competitions&#8217; results; 3) sport participation as a privilege for the few students with better competitive performance. We concluded that even knowing more appropriate pedagogical actions for ESP, teachers/coaches address their pedagogical acting to the achievement of optimal competitive results, causing social exclusion and unequal offer of learning opportunities to students in ESP.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Esporte escolar extracurricular]]></kwd>
<kwd lng="pt"><![CDATA[Treinadores]]></kwd>
<kwd lng="pt"><![CDATA[Futsal]]></kwd>
<kwd lng="pt"><![CDATA[Sociologia do esporte]]></kwd>
<kwd lng="pt"><![CDATA[Pedagogia do esporte]]></kwd>
<kwd lng="en"><![CDATA[Extracurricular school sport]]></kwd>
<kwd lng="en"><![CDATA[Coaches]]></kwd>
<kwd lng="en"><![CDATA[Futsal]]></kwd>
<kwd lng="en"><![CDATA[Sociology of sport]]></kwd>
<kwd lng="en"><![CDATA[Sport pedagogy]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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