Inquiry-Based Learning Unit for Portuguese Community-Based Heritage Language Schools
Created by Ivian D. Boruchowski, Florida International University
Intersection of Sports and Gender
This unit takes a project-based learning approach and critical pedagogy to engage students in discussions about gender and sports representatives in the U.S. and Brazil. This unit can be used with Portuguese community-based heritage language learners in grades 3-7. The theme is "futebol" (soccer), and the final product is creating an exhibition at the school for students and families to visit. the unit will run for 10-11 weeks for preparation, a final presentation, and a meeting in which students assess their learning in the project (what I have learned and what I will do differently next time).
1. Project description
Students are invited to participate in all of the project processes, including materials collection; selecting contents for the exhibition; creating the products that will bring people to reflect the intersections between gender and sports, specifically, females actively playing soccer in Brazil.
2. Project length: 10-11 weeks
Students and teachers will look for different online and community resources available. An important suggestion is using this essential question to spark discussions about gender representativeness.
Why cannot the most awarded female soccer player play in Brazil? Have we been limited by gender stereotypes when making our choices?
4. Project outcome
A temporary exhibition about soccer, featuring the intersection between gender and sports, specifically, playing soccer in Brazil.
5. Project schedule
- Week 1 - Project description, collect students' background information
a) What do you already know about the history of soccer in Brazil?
Create a mural to post as a starter for the exhibition - title: What I already know about soccer in Brazil.
b) Teachers assess the grammatical features necessary, focusing on helping students develop this project
- Week 2 - Collect pictures, videos (clips), and radio recordings
- Week 3 - Discuss gender representativeness in the collection
Critical thinking: How are girls who play soccer represented in this video? (video: Menina Moleca, Palavra Cantada) - https://www.youtube.com/watch?v=zjUbPNWjLPE
- Week 4 - Compare gender representation in sports between Brazil and the U.S.
What are the activities that the students in the class participate in, in their free time? (create a chart comparing gender choices in the group).
- Week 5 - Revisit the collection of pictures, videos (clips), and radio recordings and selecting the ones the group agrees should be part of the exhibition, after discussing gender representation
- Week 6 - Create the narratives and preparing materials for the exhibition
- Week 7 - Create the narratives and preparing materials for the exhibition
- Week 8 - Revise and edit the narratives
- Week 9 - Prepare the exhibition and rehearse presentations
- Week 10 - Bring visitors
- Week 11 - Reflect upon the project: what have I learned and what I will do differently next time