From playing to thinking: a pedagogical experience of critical soccer teaching in school Physical Education

Abstract

This study reports a pedagogical experience developed during in-person classes post-ERE (2022-2023) in School Physical Education with Integrated High School groups. Addressing the contradiction between soccer's popularity and students' lack of knowledge about its basic structures, we proposed a critical approach integrating technical, tactical, and cultural dimensions of the sport. The methodology combined didactic progression, experimentation with different positions, and revival of traditional games. Portfolio analysis revealed three key results: 1) demystification of soccer's apparent simplicity, with students recognizing its complexity; 2) inclusion through diversified experiences; and 3) appreciation of playfulness as a pedagogical tool. The study concludes that this approach overcame reductionist views, transforming soccer into an object of critical reflection.