Author(s): MARINHO, A., CUNHA, B.F., LUIZ, M.E.T., MARTINS, S.M., Institution: STATE UNIVERSITY OF SANTA CATARINA (UDESC), Country: BRAZIL, Abstract-ID: 1262

Introduction: Social projects are public interventions that aim to continue the process of comprehensive development of young people outside of the school environment. Among the different types of social projects are those related to sports and leisure. In Brazil, sports and leisure are social rights provided for in the Brazilian Federal Constitution of 1988. When understood as distinct, complex, and plural phenomena, leisure and sports can act as facilitators of pedagogical and educational actions, promoting social and moral values, in addition to physical and cognitive capacities. In the Brazilian reality, social sports and leisure projects are suitable opportunities for this practice, as they serve children and adolescents in situations of social vulnerability, with the perspective of providing them with alternative educational possibilities. The success of these projects is based on the dialogue established between the institutional proposals and the expectations of their participants, considering their experiences, needs and meanings, which can be identified through ongoing conversations and observations. Given these considerations, this study aimed to investigate the social representations that students of social sports and leisure projects have about these projects.

Methodology: This descriptive-exploratory field study employs a qualitative approach to data, grounded in the Theory of Social Representations (Jodelet, 2001). Data collection was conducted through focus groups with 84 students participating in nine government-funded social sports and leisure projects, which are offered free of charge to the population in the city of São José (SC), southern Brazil. The data were organized using NVivo software, version 14, and analyzed through the content analysis technique (Bardin, 2016).

Results: As a result, the responses were grouped into two main categories, considered core representations: “spaces for self-realization” and “interpersonal relationships.” These findings indicate that the social projects investigated serve as learning environments where participants primarily develop motor skills to enhance their sports performance during leisure activities. Additionally, they function as spaces for social interaction, fostering peer engagement, enjoyment, and moments of relaxation.

Conclusion: We emphasize the importance of social projects that establish ongoing dialogue with their participants. This continuous engagement allows for a better understanding of the diverse contexts in which they operate, enabling the systematization of interventions based on significant elements that contribute to the projects’ longevity.

References:
Bardin, L. (2016). Análise de Conteúdo. Edições 70.
Jodelet, D. (2001). Representações sociais: um domínio em expansão. As representações sociais, 17(44), 1-21.
Financial support: FAPESC and Proeven Cefid/Udesc n.8/2025