Da Educação Física para a Vida - Aprender a ensinar a Responsabilidade Pessoal e Social através da hibridização de modelos pedagógicos.

Abstract

The present research aimed to examine the role of Physical Education and sport participation in the development of personal and social responsibility and in the prevention of bullying in socially vulnerable school contexts, while also exploring the underlying psychosocial processes and the effectiveness of pedagogical approaches based on model hybridization. Specifically, the dissertation integrates contributions from Social and Emotional Learning (SEL), Self-Determination Theory (SDT), the Teaching Personal and Social Responsibility (TPSR) model, and the A_Judo program, designed to prevent bullying through judo. The dissertation is structured into five studies. The first study analyzed the relationships between sport participation, positive youth development, and personal and social responsibility in a TEIP context. The second study examined associations between sport participation, involvement in bullying behaviors (victimization and aggression), and personal and social responsibility. The third study sought to further examine these relationships by analyzing the role of basic psychological needs (autonomy, competence, and relatedness) and personal and social responsibility in bullying behaviors. The fourth study involved the implementation of a hybrid pedagogical intervention based on TPSR and the A_Judo program, assessing its effects on personal and social responsibility and bullying. Finally, the fifth study, qualitative in nature, examined the process of teachers' professional learning during the implementation of these models in authentic Physical Education contexts. The findings indicated that sport participation, in itself, was not consistently associated with reductions in bullying, although it was positively related to higher levels of personal and social responsibility. Both personal and social responsibility and the satisfaction of basic psychological needs were negatively associated with bullying behaviors, with relational and self-regulatory dimensions emerging as particularly relevant. The findings further suggest that the relationship between sport participation and bullying behaviors is indirect and contingent upon psychosocial processes. The pedagogical intervention showed positive, albeit modest, effects, particularly in relation to personal and social responsibility and reductions in victimization. The qualitative analysis indicated that the effective implementation of these models depends on teachers' professional learning processes, characterized by a progression from more procedural applications toward increasingly intentional and reflective pedagogical practices. Overall, the findings support a perspective in which the impact of sport participation on social behaviors is not direct but is mediated by motivational and educational processes, particularly the satisfaction of basic psychological needs and the development of personal and social responsibility. These results underscore the importance of intentional and structured pedagogical approaches in Physical Education, highlighting that the educational value of sport depends on the psychosocial processes it promotes, especially in socially vulnerable contexts. KEYWORDS: Physical Education; Bullying; Personal and Social Responsibility; Basic Psychological Needs; Social and Emotional Learning; Pedagogical Hybridization; Teacher Education. KEYWORDS: Physical Education; Bullying; Personal and Social Responsibility; Basic Psychological Needs; Social and Emotional Learning; Pedagogical Hybridization; Teacher Education.