Perfect Crossing - Playing a Big Game

Integral Education Methodology

Integral Education plays a fundamental role in guaranteeing rights and social inclusion, contributing to mitigating the impacts of social risks found in the favelas, public schools and territories of Rio de Janeiro. We implement public policies in accordance with the formation of a democratic and equitable society, just as they need to happen in practice to promote concrete rights in the lives of children, adolescents and young people through anti-racist, environmental and gender equality education that governs our actions.

The Institute considers a multidimensional view of social vulnerability, a concept that is based on the idea of integrating various elements that lead the individual to understand what it means to be vulnerable at different levels. A social conception of the term involving historical, cultural, social and economic variations, which directly interfere in the quality of life, guided, among other things, by the UN Sustainable Development Goals (SDGs). This report aims at a more quantitative and qualitative analysis, enabling an understanding of the elements and factors, through the goals and indicators, which can be highlighted and modified based on the results obtained by the project, within a process of construction and recovery of human and social rights, and in favor of the 2030 Agenda.

The educational proposal designed by Bola Pra Frente Institute is related to the project of Brazil that we want for the future, the importance of prioritizing full-time education for children and offering quality education (SDG 4). In addition to aspects such as curriculum, management and territory in Integral Education and how to teach and evaluate social impacts in light of this concept.

Integral Education is not just a modality, but a conception of quality in education that affirms learning and integral development as a right of all people, in order to guarantee equity in pedagogical policies and projects, so that together they enable a reduction in inequalities (SDG 10), decent work and economic growth (SDG 8), health and well-being (SDG 3) and gender equality (SDG 5), leading to the eradication of poverty (SDG 1).

The combination of sports, culture and education, in a process of development in different areas of knowledge, contributes to the maturation of participating children and adolescents, enabling them to act in reality in a conscious and responsible manner. Thus, the activity must present socio-pedagogical commitments that aim at the integral development of the student, without focusing on performance. In addition, we believe in another fundamental basis for educational and awareness-raising work, to establish a relationship of belonging with the Complexo do Muquiço, the social context where our students live, different from and beyond the school environment.

At Bola Pra Frente Institute, soccer is a language. For this reason, our methodology was designed as a guide for all projects that take place at the Institution, preserving the particularities of the actions, but being guided by this intentionality. The project aims to transfer knowledge from one area to another, creating a harmonious play between sport, education and culture, enabling full interaction between educator and student, complementing each other in favor of the integral development of the participants.

In this way, the project is based on the development of skills and abilities that encourage students to build their life trajectory, focusing on autonomy, freedom and social protagonism.

Integral Education is the central axis of each and every action linked to the project, as it guarantees the development of participants in all their dimensions, whether intellectual, physical, emotional, social or cultural, through activities related to education, sports and culture, which are essential for the full development and application of the same.

The different areas of knowledge are respected in their specificities, but they do not fail to dialogue with the various thematic axes addressed by the project, since the objective is to enhance discussions, research and reflections. Thus, students are encouraged to learn about, create, discuss and practice the different ways of experiencing the educational, sports and cultural world.

In this project, our methodology believes that playfulness helps in the process of breaking down socio-emotional blocks. In this sense, creativity (resulting from fantasy and realization) facilitates absorption during the teaching-learning process. A creative being contributes to human development by observing the world and criticizing it, becoming a transformative agent who expresses himself in different ways, with the purpose of spreading ideas, entertaining and influencing attitudes and behaviors. For this to happen, systematic contact with fun activities is essential. In view of this, education and sports, within a pedagogical process, are connected, since sports are part of global culture.

In practice, the project directly benefits children and teenagers living in the Complexo do Muquiço, duly enrolled in the public school system, where the students attended the project's classes after school. The content is taught in three stages:

Stage 1: "Treino é Treino"

In this stage, the students will participate in classroom activities focused on social protagonism and citizenship practices, covering the various fields of knowledge and seeking integral education in the intellectual, physical, emotional, social and cultural dimensions.

Stage 2: "Começa o Jogo"

In this stage, the basic concepts and practices of the sports modalities worked on in the project will be covered through the educational sports methodology and the 80/20 rule (where 80% of the time is focused on developing the practice of the sport and 20% of the time is used to present basic concepts and rules).

Stage 3: "Chamando o VAR"

In this stage, students will participate in technological and e-sports activities, which will involve individual interaction with a focus on virtual devices, where sports and movement will be the main thematic drivers of the proposed activities. In addition, during the activities of this stage, basic concepts for digital literacy will be worked on so that beneficiaries can become familiar with current issues of hybrid education and feel more confident in using technology in its broadest range.

Practical activities are developed in a playful way in order to awaken the pleasure of accomplishment, encouraging meaningful learning. Furthermore, as sport is applied in the daily language of the project, each class goes through the following moments:

• Warm-up: Moment in which the instructor talks to the students about their daily lives, resolves internal and external conflicts, encourages the student to express events in their community, among others. It takes place at the beginning of the class, in order to welcome the public.
• Game Outline: At this stage, the rules of behavior and attitudes established by the instructor together with the group are recalled, in addition to the explanation of the activities that will be carried out in the class.
• Game: The activity itself.
• Post-Game: Conversation with students about the activity. The positive and negative events that occurred must be debated, developing the social dimension of the public.

Thus, the project uses different forms of expression provided by sport and culture to expand the world view of the beneficiary public, valuing self-knowledge and contributing to the construction of local identity. The activities use principles, techniques and procedures that guide children and adolescents towards a physically healthy, mentally stimulating, socially useful and morally dignified education, contributing to the development of citizenship and encouraging social protagonism. It is a multidisciplinary program that seeks to assist children and adolescents in the region in growing their different skills.

HODOLOGY

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