A inclusão social pela participação em um projeto esportivo de caráter social : uma avaliação a partir da perspectiva de seus egressos
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Data
2018-12-21
Autores
Aragão, Júlia Bigossi
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Editor
Universidade Federal do Espírito Santo
Resumo
A survey published by the Brazilian Institute of Geography and Statistics (IBGE,
2012) reveals the existence of 25,000 sports-recreational organizations
throughout the country (9.6% of the total number of private foundations and
active non-profit associations). It seems reasonable to consider that one of
these projects is aimed at promoting social inclusion. In this research, we chose
to work with the social inclusion approach defined by Donnelly (1996, apud
BAILEY, 2005), which divides inclusion into four procedural categories: Spatial,
Relational, Functional and Power. In view of the absence of conclusive
empirical evidence on the effects of sport and physical education on social
inclusion, the general objective of the research was to investigate the effects of
social inclusion on participation in a social sport project (PECS) from the
perspective of their graduates in light of the procedural categories of social
inclusion. The present work is configured as an ex-post facto research, of
analytical-descriptive type that uses qualitative-quantitative methods of inquiry
in the form of opinion. The sample adopted is non-probabilistic of a voluntary
type.
From the data obtained it was not possible to state that the students improved
economically due to their participation in the project, but with regard to the
aspect of interpersonal relationships, we concluded that participation in the
social project studied helped to improve or increase the level of acceptance or
membership of a network of persons. As well as they were positive, reinforcing
some previous researches that the participation in these projects amplifies the
specific and general knowledge of the individual, as well as their abilities, since
it is a space for learning. The last concept for inclusion did not have the same
positive outlook in our project. As the "Tennis for All" follows almost
independent of the local community, doing nothing together except for the
participation of the children and youth in the project, as well as the children and
young people do not build community activities or actions within it, inclusion as
form of social empowerment is lost in the "Tennis for Everyone", since the
students only receive what was offered.
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Palavras-chave
Social Projects , Social inclusion , Social Technology , Social Sports Technology , Projetos Sociais , Inclusão Social , Tecnologia Social Esportiva