ESPORTE ESCOLAR COMO FATOR DE INTEGRAÇÃO NA FRONTEIRA BRASIL-BOLÍVIA: UMA ANÁLISE NAS ESCOLAS MUNICIPAIS DE CORUMBÁ-MS

Abstract

This study seeks to understand the public policies on school sports applied to Sports Initiation and Sports Training projects developed as extracurricular activities in municipal schools in Corumbá-MS (Brazil), focusing on those units that have a considerable presence of students who live in Bolivia and commute daily to study in Brazilian schools, called in this study “pendular migrant students”. Located in the border region between Brazil and Bolivia, the city of Corumbá has diverse and peculiar characteristics, and, in the field of education, Brazilian and Bolivian students from different cultural backgrounds interact with one another. In this sense, our general objective was to analyze the consequences, obstacles and possibilities existing in the participation and integration of pendular migrant students in after-school sport projects of the Municipal Education Network (Reme) as well as aspects of the performance of Physical Education teachers. To achieve this purpose, guiding documents of the global panorama of public policies for sports in Brazil, the state of Mato Grosso do Sul and the city of Corumbá-MS were analyzed, addressing the sport phenomenom in border regions, emphasizing the uniqueness of the students who attend schools in these regions. The research was carried out at the three Municipal Schools: Caic Pe. Ernesto Sassida, Cyríaco Félix de Toledo and Pedro Paulo de Medeiros, while Physical Education teachers and pendular migrant students enrolled in sport activities of the of the Municipal Education Network (Reme) project were surveyed. Considering that the research has qualitative and quantitative characteristics, a form with open and closed questions was created for each research group, establishing a kind of guiding script. Some of the main aspects found during the research are: the cultural conflicts generated between students living in Bolivia and Brazil; the difficulty in understanding the language; the lack of acceptance of Brazilian students towards pendular migrant students; the need for investments in adequate training aimed at the increase of awareness by Physical Education teachers regarding aspects of intercultural education in the border region where the study took place; the lack of public policies that seek to improve the participation in sports projects of students (pendular migrants) who live in the neighboring country (Bolivia) after school hours. In conclusion, the results point to the need for implementation of differentiated public policies for sport practices in schools that belong to the Municipal Education Network (Reme) in Corumbá-MS, especially when the border context (Brazil-Bolivia) is brought to consideration, as well as the expansion of debates during training moments of teachers.