Name: BRUNA SAURIN SILVA
Type: MSc dissertation
Publication date: 27/11/2020
Advisor:

Name	Role
MARIANA ZUANETI MARTINS	Advisor *

Examining board:

Name	Role
ILEANA WENETZ	External Examiner *
MARIANA ZUANETI MARTINS	Advisor *

Summary: This research comes at a booming moment for women’s soccer between the Rio Olympic Games of 2016 and the Women’s Soccer World Cup of 2019, in which the hopes, expectations and movements towards a scenario of change begin to enter into the spaces designated for this sport. Faced with this scenario, and with a reality marked by relations, including gender-based, that pushes them away from spaces allocated to the practice of sports, chiefly among them soccer, we strive to understand the intricacies of the participation of girls within the spaces of soccer teaching-learning-training. Based on that, we seek to answer the following questions: How do girls appropriate and experience soccer? What factors influence the relation to the knowledge of this sport? What meaning and significance do they give to this practice? Thus the objective of this research was to understand the production of meaning and significance about soccer by girls participating in an informal space of teaching-learning-training. This research was construed from an ethnographic analysis of a space designated to teaching-learning-training of soccer located in Vitória/ES. The space had approximately 80 girls between the ages of 6 and 15. Classes were held twice a week and lasted an hour. The immersion into the research field lasted a year and a half. The corpus of this research was then construed from these records and the interviews made with the students. Interpretations were made through the triangulation of the information acquired during the observations, informal conversations and interviews with the students, and presented from narratives in dialogue with the theoretical references used in this research. Among the findings of this research, perhaps the most important, has indicated the existence of not only one soccer, but multiple soccers. Their soccer playing was permeated by senses built from previous relationships with this sport and with the knowledge acquired through their family members. Several factors were formed as mobilization events: Family relationships, relationships with friends, safe spaces built and imbued with representativeness. Occupying a systematized space for teaching-learning-training made it possible for knowledge about soccer that was dispersed in different places to gather and produce new knowledge and meanings around football. These incorporated meanings undid gender and made it possible to reinterpret soccer, from ambiguous and resisting spaces. Learning new masters within this sport modality allowed these girls, not only to acquire knowledge, but to face barriers and enjoy what was learned in spaces outside the school, which also demonstrated an increase in the autonomy of these girls.

Keywords: Gender; soccer; girls; teaching-learning-training

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