Cooperative and solidarity-based learning through a Freirean lens

A case study in a Brazilian public school in a precarious context

Datos Bibliográficos

ID19472467
AutoresAlison Nascimento Farias (0000-0002-2249-2371, Science and Technology of Ceará / Limoeiro do Norte Campus (IFCE), autor de correspondencia), Fernanda Moreto Impolcetto (0000-0003-0463-0125, Universidade Estadual Paulista (Unesp)), Hermany Rosa Vieira (0000-0002-7914-4415, Universidade Federal do Ceará), Javier Fernandez-Rio (0000-0002-1368-3723, Faculty of Teacher Training and Education)
Año2026
Páginas1-16
Fecha de publicación2026-05-05
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaSport Education and Society (JOURNAL)
Identificadores de la revistaISSN: 1357-3322 • E-ISSN: 1470-1243
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/13573322.2026.2665245
OpenAlexW7160292822
IdiomaEN
Referencias citadas26

Although studies on cooperative learning in school physical education have been conducted, a gap persists regarding the former from the perspective of social justice in South American contexts marked by inequalities. This study addresses this gap with the aim of exploring cooperative and solidarity-based learning in a Brazilian school in a precarious context through a Freirean lens. It is a case study that used interviews to explore the perspectives of the school principal and the physical education teacher on Cooperative and Solidarity-Based Learning in a public school. Data analysis was conducted using Bogdan and Biklen’s (1994) coding categories from the Freirean interpretative lens. The results are presented in three themes: (a) dialogue as the foundation of solidarity in the school; (b) trust and collectivity in the school community; (c) physical education in school as a space for empathy and to fight for equity. Taken together, these themes indicate how individuals’ narratives can strengthen bonds and solidarity between students and teachers when mobilised in cooperative and solidarity-based learning, as well as foster reflections towards social justice in daily school life. From the perspective of the study participants, this practice can contribute to empathy, equity and reflections on equal opportunities in physical education, problematising social barriers in the researched context. Thus, cooperative and solidarity-based learning can be configured as an innovative perspective for education, especially for school physical education, by including pedagogies centred on social justice. However, future research should still investigate this approach from the students’ perspective, evaluating the benefits, difficulties and challenges of implementing a cooperative and solidarity-based school physical education

Context effect · Critical theory · Ethnography · Power structure · Qualitative research · Semi-structured interview · Critical and Liberation Pedagogy · Indigenous and Place-Based Education · Russian Literature and Bakhtin Studies