Promoção da saúde digitalizada na Educação Física

Este estudo analisa uma experiência educacional de promoção da atividade física com o aplicativo Strava, adotando a lente teórica dos novos materialismos feministas. Por meio de etnografia digital e presencial, analisou-se a implementação de um desafio cooperativo de 10 semanas no qual participaram 113 alunos do 1º ano do ensino médio. Os resultados revelam que o Strava atua como parte de um agenciamento digital-humano onde métricas, corpos e normas coproduzem a experiência educacional, reconfigurando práticas, afetos e relações. Emergiram intensidades afetivas ambivalentes (fruição, pressão, frustração), bem como usos criativos. Conclui-se que as tecnologias de automonitoramento na EF não são neutras, mas agentes materiais com implicações pedagógicas, éticas e afetivas que requerem sua integração crítica e situada na disciplina.

Referências

AHMED, Sara. The cultural politics of emotion. 2. ed. Edinburgh: Edinburgh University Press, 2014.

ANDREJEVIC, Mark. The work of watching one another: lateral surveillance, risk, and governance. Surveillance & Society, v. 2, n. 4, p. 479-497, 2005.

BARAD, Karen. Meeting the universe halfway: quantum physics and the entanglement of matter and meaning. Durham: Duke University Press, 2007.

BARAD, Karen. Posthumanist performativity: toward an understanding of how matter comes to matter. Signs, v. 28, n. 3, p. 801–831, 2003. Disponible en: https://www.journals.uchicago.edu/doi/full/10.1086/345321 Accessado en: 4 dic. 2025.

BENNETT, Jane. Vibrant matter: a political ecology of things. Durham: Duke University Press., 2010.

BRAIDOTTI, Rosi. A theoretical framework for the critical posthumanities. Theory, Culture & Society, v. 36, n. 6, p. 31–61, 2019. DOI: https://doi.org/10.1177/0263276418771486

BRITISH PSYCHOLOGICAL SOCIETY. Ethics guidelines for internet-mediated research. Leicester, IK: BPS, 2021. DOI: https://doi.org/10.53841/bpsrep.2021.rep155

CAMACHO-MIÑANO, María José; LOPE-GARCÍA, Pablo; MONTT, Ricardo. Métodos cualitativos de investigación digital en CAFD. In: PIEDRA, Joaquín; RAMÍREZ-MACÍAS, Gonzalo; RODRÍGUEZ SÁNCHEZ, Augusto Rembrandt (org.). Manual de iniciación a la investigación cualitativa en Ciencias de la Actividad Física y el Deporte. Barcelona: Editorial Octaedro, 2024. p. 179-192 DOI: https://doi.org/10.36006/09579-1

CEREDA, Ferdinando. The body under control: unpacking students’ affective experiences and the power dynamics of wearable technologies in physical education. Curriculum Studies in Health and Physical Education, p. 1–17, 2025. DOI: https://doi.org/10.1080/25742981.2025.2566164

COOLE, Diana; FROST, Samantha. New materialisms. ontology, agency, and politics. Durham: Duke University Press, 2010.

COUTURE, Jesse. Reflections from the ‘Strava-sphere’: kudos, community, and (self-)surveillance on a social network for athletes. Qualitative Research in Sport, Exercise and Health, v. 13, n. 1, p. 184–200, 2021. DOI: https://doi.org/10.1080/2159676X.2020.1836514

CRAWFORD, Robert. Healthism and the medicalization of everyday life. International Journal of Health Services, v. 10, n. 3, p. 365–388, 1980. DOI: https://doi.org/10.2190/3H2H-3XJN-3KAY-G9NY

CRESWELL, John W.; POTH, Cheryl N. Qualitative Inquiry and Research Design. 3. ed. Thousand Oaks: Sage, 2013.

DELEUZE, Gilles; GUATTARI, Félix. Mil mesetas : capitalismo y esquizofrenia. 6. ed. Valencia: Pre-Textos, 2004.

ESPAÑA. Real Decreto 217/2022, de 29 de marzo, por el que se establece la ordenación y las enseñanzas mínimas de la Educación Secundaria Obligatoria. Boletín Oficial del Estado, 30 mar. 2022. Disponible en: https://www.boe.es/buscar/act.php?id=BOE-A-2022-4975 Accessado em: 4 dic. 2025.

FOTOPOULOU, Aristea; O’RIORDAN, Kate. Training to self-care: fitness tracking, biopedagogy and the healthy consumer. Health Sociology Review, v. 26, n. 1, p. 54–68, 2 jan. 2017. DOI: https://doi.org/10.1080/14461242.2016.1184582

GARD, Michael; LUPTON, Deborah. Digital health goes to school: digitising children’s bodies in Health and Physical Education. In: TAYLOR, Emmeline; ROONEY, T. (org.). Surveillance futures: social and ethical implications of new technologies for children and young people. London: Routledge, 2016. p. 49–63. DOI: https://doi.org/10.4324/9781315611402

GOODYEAR, Victoria A.; KERNER, Charlotte; QUENNERSTEDT, Mikael. Young people’s uses of wearable healthy lifestyle technologies; surveillance, self-surveillance and resistance. Sport, Education and Society, v. 24, n. 3, p. 212–225, 2017. DOI: https://doi.org/10.1080/13573322.2017.1375907

HAMMERSLEY, Martyn; ATKINSON, Paul. Ethnography: principles in practice. 3. ed. London: Routledge, 2007.

HARAWAY, Donna Jeanne. Staying with the trouble: making kin in the Chthulucene. Durham: Duke University Press, 2016.

HERAS, Carlos et al. Strava. Tándem: didáctica de la educación física, v. 72, p. 77–79, 2021.

JACKSON, Alecia Youngblood; MAZZEI, Lisa A. Thinking with theory in qualitative research: viewing data across multiple perspectives. London: Routledge, 2012. DOI: https://doi.org/10.4324/9780203148037

LOMBORG, Stine; FRANDSEN, Kirsten. Self-tracking as communication. Information, Communication & Society, v. 19, n. 7, p. 1015–1027, 2016. DOI: https://doi.org/10.1080/1369118X.2015.1067710

LUPTON, Deborah. Health promotion in the digital era: a critical commentary. Health Promotion International, v. 30, n. 1, p. 174–183, 2015. DOI: https://doi.org/10.1093/heapro/dau091

LUPTON, Deborah. The quantified self. Cambridge: Polity Press, 2016.

LUPTON, Deborah. The sociology of mobile apps. In: The Oxford Handbook of Digital Media Sociology. New York: Oxford University Press, 2020. p. 197–218. DOI: https://doi.org/10.1093/oxfordhb/9780197510636.013.15

LUPTON, Deborah. Toward a more-than-human analysis of digital health: inspirations from feminist new materialism. Qualitative Health Research, v. 29, n. 14, p. 1998–2009, 2019. DOI: https://doi.org/10.1177/1049732319833368

LUPTON, Deborah et al. Personal data contexts, data sense, and self-tracking cycling. International Journal of Communication, v. 12, p. 647–665, 2018. Disponible en: https://ijoc.org/index.php/ijoc/article/view/5925 Accessado en: 4 dic. 2025

MASSUMI, Brian. Parables for the virtual: movement, affect, sensation. Durham: Duke University Press, 2002. DOI: https://doi.org/10.1215/9780822383574

MAZZEI, Lisa A. Beyond an easy sense: a diffractive analysis. Qualitative Inquiry, v. 20, n. 6, p. 742–746, 2014. DOI: https://doi.org/10.1177/1077800414530257

MURCIA, Sergio; PASTOR, Xiroi; LIZANDRA, Jorge. Investigando el proyecto educativo Strava: un análisis desde las teorías motivacionales, la satisfacción de las necesidades psicológicas básicas y la intención de práctica de actividad física. Aula Abierta, v. 52, n. 2, p. 127–137, 2023. DOI: https://doi.org/10.17811/rifie.52.2.2023.127-137

ÓLAFSON, Kjartan; LIVINGSTONE, Sonia; HADDON, Leslie. How to research children and online technologies? Frequently asked questions and best practice. London: EU Kids Online, LSE, 2013. Disponible en: https://eprints.lse.ac.uk/50437/. Acceso en: 4 dic. 2025.

PATTON, Michael Quinn. Qualitative research & evaluation methods. 3. ed. Thousand Oaks: Sage, 2002.

PÉREZ SAMANIEGO, Víctor; DEVÍS DEVÍS, José. La salud en la Educación Física escolar. Expomotricidad, 2018. Disponible en: https://revistas.udea.edu.co/index.php/expomotricidad/article/view/332186. Acceso en: 4 dic. 2025.

PINK, Sarah et al. Digital ethnography. Principles and practice. London: Sage, 2016.

PINK, Sarah; FORS, Vaike. Self-tracking and mobile media: New digital materialities. Mobile Media & Communication, v. 5, n. 3, p. 219–238, 2017. DOI: https://doi.org/10.1177/2050157917695578

RICH, Emma et al. Digital health generation? Young people’s use of ‘healthy lifestyle’ technologies. Bath, UK. 2020.

RICHARDSON, Laurel; ST. PIERRE, Elizabeth Adams. Writing: a method of inquiry. In: DENZIN, Norman. K.; LINCOLN, Yvonna. S. (org.). The Sage handbook of qualitative research. 3. ed. Thousand Oaks: Sage, 2005. p. 959–978.

RUCKENSTEIN, Minna. Visualized and interacted life: personal analytics and engagements with data doubles. Societies, v. 4, n. 1, p. 68–84, 2014. DOI: https://doi.org/10.3390/soc4010068

RUIN, Sebastian; GIESE, Martin. Experiencing being objectified? A critical investigation of basic pedagogical categories in digital health education. Health Education Journal, v. 83, n. 4, p. 371-382, 2024. DOI: https://doi.org/10.1177/00178969231212290

SIEPMANN, Carolin; KOWALCZUK, Pascal. Understanding continued smartwatch usage: the role of emotional as well as health and fitness factors. Electronic Markets, v. 31, n. 4, p. 795–809, 2021. DOI: https://doi.org/10.1007/s12525-021-00458-3

STRAVA. El Año Deportivo: informe de tendencias 2024 [Year in Sport: Trend Report]. Disponible en: https://press.strava.com/es/articles/strava-releases-annual-year-in-sport-trend. Acceso en: 4 dic. 2025.

TEUTEMACHER, Brit; SUDECK, Gorden; HAPKE, Julia. Pedagogical approaches to health-related physical education (PE) in the context of digitalisation–a scoping review. Physical Education and Sport Pedagogy, v. 31, n. 3, p. 422-438, 2026. DOI: https://doi.org/10.1080/17408989.2024.2352826

Acessar