SILVA, Marllon Felipe Martins; AMARO, Diogo Alves. Futsal in the initial years of elementary school. Multidisciplinary Core Scientific Knowledge magazine, Year 01, vol. 10, PP. 114-134. November 2016. ISSN:2448-0959
This study aims at the introduction of futsal in the initial series of elementary school, with the goal of developing a study about futsal in the initial series of elementary school. The methodology developed in this study is a literature search using books and scientific articles found in sites such as: sciello, Med Pub, Google Scholar. The study aims to show how the emergence of futsal and their first contacts as sports practices, and the benefits that the practice may provide the child. There are numerous benefits, such as improving the coordination, agility, socialization, the perception timeline and can even shape the future athletes. Had an emphasis on your application in the school environment, the rules and activities that help in the process of teaching and learning.
Keywords: indoor soccer, school, elementary school.
Futsal, like sports, is gaining increasingly popular appeal and, in the case of a young sport, requires specific literature and may give a more didactic and pedagogical support to the preparation of its practitioners.
Physical education as a component of basic education curriculum should take another assignment: to introduce and integrate the student into the culture of body movements, forming citizens who will produce it, touch it and turn providing tools to enjoy the game, sport, rhythmic activities and dance, gymnastics and fitness practices for the benefit of the quality of life (BETTI, 2002, p. 75). Futsal plays a key role in the process of teaching and learning, such as content that requires concentration, balance, co-ordination, reflection, perception and improve your fitness.
Priority should be given to the inclusion of physical activity in daily life and the value of physical education that promotes physical activity throughout life, friendly and pleasant way, the integration of discriminating against the less able are these strategies that physical education must be no alternative methodology. And is a significant and important alternative to your use does not exclude other methodological approaches (LAZZOLI .1998, p. 108). In the case of physical education, which means that the teaching of education and how it is part of the largest component, which is the education of the student/citizen? The text of the current guidelines and Bases for national education (LDB) paragraph 9394 of 1996, cited in the art. 26 § 3 that "the physical education, comprehensive educational proposal of the curriculum of the school of basic education component, according to the age and condition of the school population." (BRAZIL/LDB, 1996).
The physical education professional to introduce futsal is based on methods and standards and try to apply it in a transparent manner. The main methods to teach at school are the partial or complex analytic method in the world (involving the teaching of moving parts to join them later) method, or (is teaching the Foundation present the all can be in the form of game) and the mixed method (this method is the time of partial and global methods). All methods have their strengths and weaknesses, the teacher must parse and use the method most appropriate to each situation (TENROLLER 2004, p. 68).
As the main facilitator education futsal, we emphasize the importance of the game in the process of training of students. The game is the procedure most commonly used in the teaching of school, because it requires few materials, what is already known is scarce in schools. Throughout the game, develops in students the desire to learn, so motivated skills are perfected the creativity, cognition and learn to solve problems and make decisions. In addition to promoting inclusion and development of multiple intelligences, among others (B, 2002, p. 60). In the early years (first to fourth grade) is of great importance for a fun job, especially in the early years of learning, you must pass the recreational component. The practice of games already known, it is easier for the teacher to teach the child where the fun becomes the bridge of learning. This attitude to learn with pleasure, playing, pointing to the other, as they learn the sport, children can definitely incorporate it into their lives. (SANTANA,
2003 p. 89). Tasks are the motor gesture experience without having to worry about the technical development; games that are present in everyday life and culture of young children, with games of limited space and number of players, whether or not to preserve the unity of the game; and tailored suits, when all the game and cannot be changed or not the number of players, with rules adapted and to preserve the game (cooperation, opposition, finishing and diversity). (SANTANA, 2003, p. 89). The practice of futsal in the initial series is the playful activities comes calling attention to the student to practice the game, although he did not leave his side's play. Is a convenient way to pass the football game, learning playing.
A literature search that had as main objective to do a study on the initial series of Futsal elementary school. This was used for scientific articles that have the word "Gym", "elementary school", "physical activity" "Futsal".
This study was conducted from bibliographical research exploratory, with appreciation and reads magazines, scientific articles and review original articles published in database Scielo Brazil, Google Scholar, Virtual Library, in Portuguese language and books that address the subject in different ways, so that you understand what is being studied. The bibliographical research is that materialized from published references and provides to researcher training and theoretical scientific knowledge that enables the production of relevant and original works, aiming to know and analyze the main existing theoretical contributions on a particular problem. A review of literature, to the definition of support, namely, to review all available jobs, aiming to select anything that can serve in a survey, focusing on the subject and that in their studies have addressed its topic objectively, and that brought major clarification for research (LAKATOS, 1991). The approach was the deductive method, because left his theories and laws more specific guidelines, with this understanding of the problem investigated became easier. As for the procedures used was a monographic research that will follow a rigorous methodology in order to understand in depth the various aspects that involve these institutions educators. It was a job at the level of completion, as partial requirement for obtaining the degree of Bachelor. By virtue of having opted for bibliographical research, data collected were to information obtained through literature review, here understood as concepts, conceptions and models related to the topic and problem researched. The analysis was in the clash of ideas of the authors surveyed and the opinion and experience of the researcher about the problem. Ethics has been present at all stages of the research, although not carried out field research, by understanding that the authors and researchers must have the respect and preservation of your identity in relation to their expressions of ideas, as well as the due respect to the production of scientific knowledge.
The practice of physical education in Initial Series of basic education
Second Palm; Bonorino (2009, p. 1):
[…] Physical education is an area of knowledge that works with the body and movement, as part of human culture. In this cultural perspective on physical education is entered, you must not associate their services only to physiological questions of human beings, but also your body self-awareness, improved self-esteem and self-concept, among others.
According to the same author, promotes understanding of your own body and its possibilities, to know and experience a number of physical activities for students in the future of students to choose the most comfortable and enjoyable activity for help in personal development and improve your quality of life. In this context, goes beyond physical education recreation and sport. However, the changes do not occur suddenly, and, in practice, this change has many obstacles. In accordance with paragraph 3 of article 26 of the LDB 9394/96 (BRAZIL, 1996)
"Physical education program is part of basic education." In an attempt to ensure the presence of physical education on basic education in 2001, was introduced the term "required" in this text. Therefore, the physical education is mandatory curricular component of basic education, including primary and secondary education series.
To make it mandatory curricular component, it was recognised that is the object of study and knowledge, present themselves in games, sports, gymnastics, wrestling, dancing and body knowledge, then forming the base that remains in school. Despite the legal recognition, there is a need to shift the focus of activity in student education of physical education, which should be the backbone of any teaching design as a way to legitimise the teaching and learning process.
For Vasco "(quoted in education, 2009, p. 2)
"The physical education teaches something that no other school curricular component or any other location teaches that the human body is in motion." In other words, the movement as a dimension of development and human culture. Children spend acquiring ever greater control of their own bodies and gradually appropriating the possibilities of interaction with the world.
In this context, the area of physical education has evolved in such a way that it comes covering multiple knowledge produced and appreciated by society in General related to the body and movement. Among them are considered fundamental cultural activities motion for leisure, expression of feelings, affections and emotions, and the possibilities of maintaining, promoting and health recovery. Therefore, the physical education should seek ways to develop your social and political role in your specificity and, in practice, can be transformed into educational activities desirable. Through pedagogical political project, which aims, according to the Valley (1999 apud by Darido et al., 2008, p. 59) is to form a competent student in the use of systematic knowledge, critical to the context the conscious use of the vas deferens, creative, autonomous, able to use freedom responsibly languages, because of the awareness of limits and emancipated, being able to analyze and judge the issues to be reflective. Physical education teachers, school principals, parents and students should be aware of the function of this component, you must act in conjunction with the political-pedagogic project of the training school as partners in the training function of the citizen to be participatory, supportive, critical and independent. The physical education curriculum, must also assume its responsibility for this educational process to assist in educational purposes indicated in LDBEN/96 for basic education, as follows:
Art. 22 basic education develops the student, thereby ensuring a common training indispensable for the exercise of citizenship and providing ways to advance the work and further study. (Law, 2009, p).
In this perspective, it is necessary that the curricular component is guided by licensed teachers in physical education, as they are the only professionals with pedagogical skills specific to the full exercise of the activity of culture of body and movement in the school environment. In addition, we can see that the entire staff of education must be clear in order to study physical education and their educational objectives and, therefore, can determine the best strategies and procedures to be applied in carrying out daily activities.
In school, physical education should develop a playful work policy, without the purpose to create athletes, but for children to develop your motor, cognitive, affective side potential, possible within and outside the educational environment. Of course, from a legal standpoint without doubt as for the compulsory education of discipline on primary and secondary education, but from the point of view of the legality of the physical education, these systems, especially the National curriculum guidelines for education the core allows a change of paradigm in the design of physical education, avoiding any distorted by schools or school systems to use the autonomy granted by Law 9394/96. Therefore, the implementation of these changes, are possible thanks to the struggle of educators and somehow the brazilian educational legislation, can only find echo in the teaching practice of physical education teachers if they use legitimate arguments and decisive justify your importance in the training of students.
FUTSAL IN THE SCHOOL ENVIRONMENT
Futsal came about due to the need to adapt the physical space, insufficient for the practice of conventional football. According to reports, the sport began in Brazil in late 1940 at the YMCA (YMCA) of São Paulo. In a second version says that the sport was born in Montevideo in Uruguay with professor Juan Carlos Ceriani, also at the YMCA in 1930. Futsal has become a very popular sport, and although International Football Associations (FIFA) to act as the official organizer of the competitions, the rules are changed in some countries, harming the recognition of sport as an Olympic sport ( LUCENA, 2002).
"The indoor soccer is a sport that emerged from the fusion of indoor soccer and football to five, in the late 20TH century 80 … "(SANTANA, 2002, p. 02)
Futsal was born on the 30 and grew up in Montevideo, Uruguay Y. The many successes of the Uruguay at the time made football the most popular sport in the country (SANTINI and VOEER, 2008, p. 184).
When we think of the history of futsal, Voser and Giusti (2002, p. 24) indicated that the futsal, also known by the acromion Futsal has adapted the practice of sports, with teams of five players, in order, once the ball in the opponent's goal, which is defined by two vertical posts limited by time and by a horizontal bar. The goal is the goal, it is important to note that the goalkeeper is the only one who can hold the ball with your hands and the game is won by the team that scores more goals in 40 minutes divided into two phases.
Its appearance is still controversial, some say it was in Uruguay, others say they have been in Brazil, but the most accepted theory is the first. During the Decade of 1930, both appeared in Uruguay and in Brazil, futsal, as in Brazil, which was practiced in the courts and small rooms of the ACM, but, in Montevideo, Uruguay, the first rules were created, derived from basketball, handball and water polo, for organizing the practice of futsal.
Since 1950, the sport became popular throughout the country, which led to the emergence of federations and confederations, the development of its rules and Championships (FISHER, 2001, PG. 24).
Authors such as Teixeira (1996) and Forbes (1996), among others, assign to the birth of the Brazil futsal. According to Zilles (l987), Leroux (1994) and Apollo (1995), say that Uruguay was the creator of this sport. The point it is not known whether it was the Brazilians who, when visiting the YMCA Montevideo led Brazil's habit of playing football in basketball courts; or if it was the Brazilians who knew the news to get there and they came back, extending to the practice in the country.
Futsal as a sport
Sport at school will allow students to be able to exercise your citizenship, in which work and leisure are essential to a good quality of life. For us, the participation and citizenship which means try the sport that you need to know to understand, analyze and reflect the sport. (PAES, 2009, p. 65). In this scenario, you must be prepared for the changes and the requirements we face. In all sports, especially football in a proper formation process should seek the integral development of technical capabilities and tactics. Therefore, futsal development student cognitive skills of perception, anticipation, decision-making is essential. Psychomotor education is the Foundation of the learning process. So, for the child to learn technical gestures is required before learning the basic moves, such as run, jump and roll as well as balance, rhythm, coordination and concepts of space and time are essential for learning individual technique (SAAD, 1997 , p. 26). Futsal is a sport that is growing, modernization and try to meet the needs of professionals and, like any mass sport plays an important role in developing psychological, physical and social (Melo, 2001, p. 165).
Being a dynamic sport, even when practiced in a playful perspective, the practitioners quick decisions in their movements needed, culturally determined. In comparison, for example, the football field, the player has, therefore, more time with the ball and also for some sports fields, because it has more space to go (BARBANTI, 1990).
But at school, futsal is presented as activities in the process of exercise, following a set of procedures that are structured at school by the teacher with a correct orientation, being still important and necessary the preparation of lesson plans, so that the knowledge and techniques in the development of adolescents in the practices of motor activities that are purchased, in a combination of conditional ability: strength, flexibility, agility, speed, among others; with abilities coordinative purposes: balance, rhythm, speed of reaction and reaction time, namely the supervision should be to monitor and reinforce its limits, with attention, the focus of this educational process. (VOSER and GIUSTI, 2002, p. 24)
In such a teaching position, i.e., traditional, understand that football is the mode that allows you to work on a series of aspects: technical and tactical game, quick thinking, coordination, social issues, cooperation, respect and leadership. According to him, the process of learning about the sport of futsal, the children experience and go through different learning situations. (MUTTI 2003, PG. 20). In addition, it is understood that building a curriculum for teaching physical education and sport focused on a critical design-emancipatory is necessary. This should promote the teaching of sports and games, marked by a broader meaning that incorporates aesthetic and ethical dimensions of human movement expressive. Overcoming technical dimension and teach the sport becomes merely instrumental to it the big challenge in teaching practice of sport football (KUNZ, 2006, p. 12).
Physical Education At School: Different Perspectives
Physical education provides an experience in the physical aspect of feel and relate to. "This pedagogical proposal action of physical education always imbued with experience of feeling corporality and refer to the cognitive dimension measure must always be to this body substrate." (ZULIANI, 2002, p. 75).
"Sport taught in schools as a thoughtless copy of sport, competition or income, can only promote successful experiences there is a minority, and the failure or lack of experience for the vast majority." (KUNZ, 1994 p. 119). Futsal must be included in physical education activities of the lesson plan and the teacher must have the knowledge about your rules and report their contributions to school and social space.
The inclusion of children in activities has become extremely important and, therefore, was the growing interest of the school, and the need to solve this task more. There were meetings, studies of all the possibilities, because it was very important, as are the children and, of course, all professionals must meet the teaching methods, the characteristics of each age group and the type of work that could be used ( KAWASHIMA; 2008 WHITE, p 02).
According to Santana (2003, p. 89) noted that, in the early years (first to fourth grade) is important as it is a fun job. Especially in the early years of learning, should enter the recreational component, in games and in children's culture. The practice of games already known is easier for the teacher to teach the child being the fun to the bridge.
The team sports have common operating principles: offensive and defensive systems. This principle should be taught from futsal specific systems using simple systems, still, in the first four years of primary school, the importance of not working the specific content of each team sport, where the futsal is indicated, but common to all elements, so any early specialization and also the use of the technique. (KAWASHIMA, 2008, P. 03)
There are four types of motor activities to teach football. Tasks are the engine Manager experience that you have to worry about the technical development; games that are present in everyday life and culture of children; reducing games with little space and reduce the number of players; but when it cannot be changed or the number of players is limited and rules even adapted the game should be, cooperation, unity and diversity. (SANTANA, 2002, p. 89).
To begin the introduction of futsal, it will require the application of some basic rules.
The futsal matches are divided into two periods of 20 minutes each, depending on the categories and are played between two teams of five athletes in the game and more or less 07 athletes in reserve, pass, dribbling, welcomes and kick the goal that is goal of jo go until they reach the victory of one of the teams. (SANTANA, 2010, p. 22).
The playing Court is a rectangle with compliance with maximum of 42 metres and a minimum of 25 metres, and the maximum width of 22 metres and the minimum of 15 meters (CBF, OFFICIAL RULES of FUTSAL, 2007, p. 5).
On the Court with a width of not less than 17 metres, at each end of the Court, the 6 meters away from each goal post there will be a half-circle perpendicular to the line that if you understand the inner court with a radius of 6 meters. The top of this semicircle will be a straight line of 3 meters, parallel to the bottom line, parallel between the posts (CBF, OFFICIAL RULES of FUTSAL, 2007, p. 6).
The distance of 6 metres from the central point of the goal, measured by an imaginary line at right angles to the imaginary line at right angles to the bottom line and marked by a small circle of RADIUS 10 cm (CBF, OFFICIAL RULES DOFUTSAL , 2007, p. 7).
Free kick without barrier
The distance of 10 meters from the center point of the target measured by an imaginary line in a straight angle with the bottom line (CBF, OFFICIAL RULES of FUTSAL, 2007, p. 7).
And the space given to the sideline, where you will find the table of notes and timing, beginning at a distance of three metres on either side of the dividing line from the middle of the block (CBF, OFFICIAL RULES of FUTSAL, 2007, p. 7).
The your floor will consist of wood, plastic or concrete, thoroughly flush, without slopes. (CBF, OFFICIAL RULES OF FUTSAL,
2007, p. 8).
This game mode encourages exercise the quick-witted, agility and strength, give your contribution to the student leave the everyday problems off the Court, before entering the game, the opportunity to learn, exercise and have fun. This can be understood as one of the secrets why futsal has so many adherents. The sport is popular throughout the world and in Brazil, although not as publicized as football, is a modality that has been increasingly practiced, especially in schools (SANTANA,
2010, p. 35).
Technical actions involved in the practice of the game of futsal are divided in: domains, approvals, passes, dribbling, kicking, cabeceios, turns and pitches. All these actions can be performed in a simple or complex. The combinations of skills are of paramount importance for the development of the game, the player can vary your position on the Court (ala, pivot), develop strategies, possess skills and appropriate drives for better performance. An example is when a player plays in the pivot position and can play during the match on the wing, if necessary (BELLO, 1998, p. 61).
And the action to send the ball to a teammate. Also known as touch. Some authors subdivide in: launch (pass the longitudinal field) and cross (cross pass to the field). Classification of the pass as a distance: short, medium, long (COSTA; FARRET, 2005, p. 19).
"Pass is the action to send the ball to a teammate or particular sector of space game. "(MANU, 2001, p. 25).
Domain is defined by the action that is to cushion the ball for you, from a pass by placing it under appropriate conditions to continue the play. Also known as "' killed ' ball '. Domain classification about the trajectory: Parabolic half-height (Low COAST; FARRET, 2005,
"Ball Field: Unlike football, is performed, most of the time, with the sole of the foot or otherwise. "(MELLO, 2013, p. 25).
Control sets in action to keep the ball under the domain, by means of successive tones, in order to keep it in the air, with the player standing or moving. Also popularly known as ¨ ¨ ¨ ¨ hacky sack or Pepe. Classification of control in respect of implementation: With the dorsum of the foot (the most used). With the thigh, chest, shoulder, head, and heel are controls of extreme skill (COSTA; FARRET, 2005, p. 21).
Protection and the mode in which the Player keeps possession, in order to protect her from the opponent, and preventing him from taking possession of the same. Protection rating as: foot Soles. (COSTA; FARRET, 2005, p. 19).
Driving is the action that the Player performs after receiving the ball, moving, in possession of the same, and aiming to find spaces in the game to proceed. Classification of driving as trajectory: Straight. (COSTA; FARRET, 2005, p. 19).
"Driving is the action of progress with the ball for all spaces
Potential of the game. "(SANTANA, 2010, p. 27).
Finta and the way to deceive the opponent, without possession of the ball, with variations of direction and sense, aiming to create space before non-existent, to receive the ball. Classification of dribble about the goal: Offensive, defensive. (COSTA; FARRET, 2005, p. 19).
Dribble and deceive the opponent with the ball, aiming at overcoming the opponent to create spaces before. Classification of dribble about the goal: Offensive, defensive, (COSTA; FARRET,
2005, p. 19).
"Dribble is the action of an individual athlete, exercised with possession, in order to deceive an opponent when exceeded. "(MELLO, 2013, p. 25).
Kick and the action of striking the ball with the feet, aiming to do-go in the goal, or disengage it from the proximity of your own goal. Some authors classify kick as finalization. Classification of the kick as the trajectory: Low, half height, Parabolic (COSTA; FARRET, 2005, p. 19).
Disarm is to get, (take) the opponent's ball. Also known as "stolen" ball. Classification of disarmament as the goal: defensive, offensive (COSTA, FARRET, 2005, p. 19).
Header and the Act of striking the ball with his head, in order to make a pass, terminate or refuse. Can be offensive or defensive. Classification of header about the goal: defensive, offensive. (COSTA, FARRET, 2005, p. 19).
Individual technique of goalkeeper
With the advancement of the systems and of the tactics, the goalie doesn't play only within your target area. He also needs to play with fundamentals before you were needed, these essentials the same as those of the players. However, the pass, the domain and the kick are the ones that deserve greater attention. The goalkeeper needs individualized training, that is, different from other players. Maybe it's the training that more evolves. It's not pretension here describe exercises and training for a goalkeeper, but only cite the basic skills he should own (COSTA, FARRET, 2005, p. 30). Handle (Grip): in which the goalkeeper defends the ball with the hands, perform different movements of the body, coming this ball from different directions (SANTANA, 2010, p. 29).
High defence consists in the movement, in which the goalkeeper defends the ball with the hands, or with any part of the body, with the ball above the waist line.
Lower defenses: handling in the goalkeeper defends the ball with the hands, or with any part of the body, with the ball down the line of the waist line (COSTA, FARRET, 2005, p. 30).
Pitches and the action of the goalkeeper to pass the ball with your hands to a member of your team, and can be of various types: how much distance: short, medium and long. How to: low oblique trajectory and parabolic (MELO, 2001, p. 22).
"Out of the goal and the goalkeeper's ability to intervene in play, outside of your target area and defensively, in relation to offensive actions of the opposing team" (MANU, 2001, p. 22).
"Tactical Exercise as drives between players of the same team, in order to defend or make or do goal, adapting to the game system that is being used. (THROAT, 1995, p. 24).
Adaptation to ball-adapt and familiarise the student as to the weight and size of the ball. Introduce notions of time, space, strength and movement of the ball. Material – A ball to each student. Training-Students prepared for the space destined to the activity. Development-students will make several evolutions with the ball to adapt with it. Variations-professor suggests the students perform the exercises (ANDRADE JUNIOR, 2003, p. 29).
According to Andrade Junior (2003):
Students sitting: must slide the ball through the body and around it, must with legs extended, pass the ball underneath of your feet with your hands, lifting your legs alternately. Students sitting: must Flex the legs, with the ball between them. They must make the ball alternately touch the internal faces of the foot. Students (standing) with a ball between his legs. They must make the ball alternately touch the internal faces of the foot. Students standing: should bounce the ball on the floor and hit it with one foot. Then must hold it with your hands. (ANDRADE JUNIOR, 2003, p. 32).
Basic Offensive maneuvers using the Pivot
Exercise: Four rows arranged on the four corners of the Court, where the first of the line passes the ball in parallel to the first of another line, this dominates the ball, makes the cutest and terminates. So, the other queues. Students who performed the movement change of line and go to the end, waiting for arriving at your time. (COSTA, FARRET, 2005, p. 37).
Offensive maneuvers on the Diagonal
Exercise: two lines positioned parallel to the sides of one side of the Court. The first player passes the ball diagonally for the first of another line, moving in parallel to the upcoming offensive. The player who dominates the ball and recepta BioPharma passes again by another player, you will have shifted in parallel to finish. (COSTA, FARRET, 2005, p. 38).
Offensive maneuvers in parallel
Exercises: two lines laid out near the corner shot in the same bottom line, and the first passes the ball in parallel of the Court for the player that this placed on another line. This moves diagonally and dominates the ball. The player who held the pass travels diagonally until the middle of the block, swing and run toward the player with the ball to finish. (COSTA, FARRET, 2005, p. 39).
The present study had the purpose to demonstrate how was the emergence of futsal, your Creator, its first rules and how were the first competitions, their first contacts as sports practice, and the benefits that the practice of the same provides the child. There are many benefits, such as improved coordination, agility, socialization, perception, and may even form timeline future athletes. Futsal is one of the sports most close to the reality of the students, even those who never attended her in childhood in street games and backyard, have you ever seen or had another type of access to information about it.
By being part of a reality close to the student experience, can be a motivational element for the students to participate, enabling the teacher from the student's knowledge boost your practice. Had an emphasis on your deployment in the school environment, some rules were cited to guide the work of physical education professional. Playful activities that assist in teaching learning process have also been placed under investigation, and the playful and a form of teaching where the child learns playing.
ANDRADE JUNIOR, j. r. de. Futsal. Collections of Physical education activities for the elementary school/Adauto de Paula Pinto Jr. (Coordinator) Curitiba: Exponent, 2003
APOLLO, Alexander. Futsal methodology and Didactics in learning. São Paulo: PHORTE LTDA, 1995.
B, h. f. collective sports games and the stimuli of the multiple intelligences: foundations for a proposal in sport pedagogy. Campinas. 2002.
BARBANTI, Valdir-theory and practice of sports training. São Paulo, 1990.
BAKER Jr., Nicolino-the sports science applied to Futsal. Rio de Janeiro, 1998.
BETTI, Mauro, ZULLIANI, Luiz Roberto. School physical education: A proposal for a Pedagogical Guidelines. Revista Mackenzie of physical education and Sport 2002 Volume 1.
Brazil. Guidelines and Bases for national education. Law No. 9,394. Ministry of education, Brasilia, 1996.
Brazilian futsal Confederation; Official rules of futsal, Rio de Janeiro: Sprint, 2007.
COSTA, Junior, Edison farret da; Futsal: theory and practice; Rio de janeiro: Sprint, 2005. Available in:< pedagogiadofutsacom.></ pedagogiadofutsacom.> Br >. Access in: 02 may 2012.
FERREIRA, Vanja. School Physical Education Developing Skills. Rio de Janeiro 2001. Ed. Sprint 1st Edition.
FIGUEIREDO, V. The history of soccer: origin, evolution, and statistics. Fortress. IOCE. 1996.
THROAT, j. For a theory de los Juegos collective Sports. In: funny,. and oliveira, j. (ed.). The teaching of sports games. 2nd ed. Porto: Porto University, 1995. January: Sprint, 1998.
Junior, Nicolino Bello. The sports science applied to futsal. Rio de Janeiro: Sprint, 1998.
KAWASHIMA, L. B; White, M. The pedagogy of futsal in the educational context of the school. Digital Magazine-Buenos Aires-Year 13-N° 119-April 2008. Available on the website: < http://www.efdeportes.com=""> </>. Access in: 29 April 2016.
KUNZ, Elenor. Didactics of physical education. Rio Grande do Sul, 1994. Ed. Unijuí 3rd Edition.
KUNZ, Elenor. Didactic-Pedagogical Transformation. Ed. 7. Ijuí: Unijuí, 2006.
LAZZOLI, José Kawazoe, et al. Physical activity and health in childhood and dolescência. Brazilian Journal of sports medicine, v. 4. n. 4. Jul/Aug, 1998.
LUCENA, r. Futsal and initiation. 6. Ed. Rio de Janeiro: Sprint, 2002.
LUCENA, Ricardo-Futsal and initiation. Rio de Janeiro: Sprint, 1994.
MELO, Rogério Silva. Soccer: the initiation into training. Rio de Janeiro: Sprint, 2001. Campinas: Ed. of Unicamp, 1997.
MUTTI, Daniel. Futsal team of the initiation to high level. São Paulo: 2nd Ed. Phorte, 2003.
PAES, Robert R. The pedagogy of sport and the collective games. In: ROSE JR., Dante (organizer). Sport and physical activity in childhood and adolescence: a multidisciplinary approach. Porto Alegre: New Haven, 2002.
PAES, Roberto Rodrigues. Early learning and competition: the case of the basketball. 3. ed. Campinas: Ed. the University of Campinas (Unicamp), 2009.
Saad, m. Futsal: initiation, technique and tactics. Santa Maria: Ed. From UFSM, 1997.
SANTANA, w. c. (10/2003) risk of Early Specialization. SANTANA, w. c. historical contextualization of Futsal. (2010) Available in
http://www.pedagogiadofutsal.com.br/historia.aspx. Access in 15-05-2013.
SANTANA, W.C.; RIBEIRO, D.A. Age at onset of high performance futsal athletes on systematic practice and federated competitions. Magazine Thinking practice, Goiânia, v. 13, n. 2, p. 1-17, 2002.
SANTINI, J; Voser, r. teaching of team sports: an approach
Teixeira, Salvius de Figueiredo. Arbitration in the Brazilian legal system. Mining, case-law v. 47, n. 137/138, p. 1-13,/dez.. 1996. Available in:
<http: bdjur.stj.gov.br/dspace/handle/2011/10240="">.</http:> Access in: 7 Feb. 2012. TENROLLER, C.A. Futsal: teaching and practice. Canoes. Ed. ULBRA, 2004, 152p.
VOSER, r. c.; GIUSTI, j. g.. Futsal and the school: A Pedagogical Perspective. Porto Alegre: New Haven, 2002.
ZILLES, A.. Soccer polygraph, Porto Alegre: UFRGS, 1987
 Majoring in physical education – College of Patos de Minas
 School physical education teacher and faculty advisor of Patos de Minas.