Perfil organizacional e pedagógico dos projetos de contraturno de basquetebol e basquete 3x3 em escolas de Manau

Abstract

Basketball and its 3x3 variation are popular modalities within body culture and play an important role in educational and social development in the school environment, with the teacher’s pedagogical role being fundamental. Objective: This study aimed to analyze the organizational and pedagogical profile of after-school basketball and 3x3 projects in schools in Manaus, Brazil. Methodology: This is a qualitative investigation with descriptive objectives and field research procedures. The participants were four coaches responsible for basketball and/or 3x3 projects in schools in the city. Data were collected through a semi-structured interview composed of three axes: sociodemographic data, institutional organization, and pedagogical structure. Results: The results showed that all coaches are men, aged between 25 and 54 years, with professional experience ranging from 7 to 25 years. Two have postgraduate degrees, and three have completed specific training in the area. Two projects are institutional in nature, while the others emerged from the teachers’ own initiative. Funding varies among students, the school, or the coach himself. Weekly workload ranges from 2 to 6 hours, and only one project offers scholarships. Student participation occurs mainly through the school or by referral, with low dropout rates. The most frequently addressed contents are technical skills and tactical aspects. Sociocultural elements such as respect, discipline, and citizenship appear in a transversal way. Previous experience as an athlete is the main pedagogical foundation, complemented by courses and online videos. Activities involve technical and situational exercises, with adaptations according to students’ skill levels. Final Considerations: It is concluded that, although there are relevant initiatives, the structured offering of 3x3 basketball remains incipient in Manaus. The projects present organizational and methodological diversity, as well as challenges related to institutional support, funding, and continuing education. Regarding pedagogical aspects, a traditional teaching pattern is observed, in which technical and strategic components are prioritized, leaving less room for the development of players’ cognitive competencies.