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Building the Feminist Futsal Project: 'Where Is Feminism?'

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Title: Building the Feminist Futsal Project: 'Where Is Feminism?'
Language: English
Authors: Martina Burch (ORCID 0000-0002-7487-2026), Carine Collet (ORCID 0000-0003-3742-4037), Guy Ginciene (ORCID 0000-0001-9709-4223)
Source: Sport, Education and Society. 2025 30(8):1015-1027.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 13
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Foreign Countries, Feminism, Females, Gender Issues, Womens Athletics, Sex Fairness, Athletic Coaches, Program Descriptions, Program Implementation, Perspective Taking
Geographic Terms: Brazil
DOI: 10.1080/13573322.2024.2371031
ISSN: 1357-3322
1470-1243
Abstract: This article aims to present the construction of a project called Feminist Futsal. Based on the experiences of female futsal coaches, this study aimed to analyze and reflect on some of the situations in which feminism was present throughout futsal seasons. For that, five specific moments were selected from field diaries: 'The construction of the Feminist Futsal Project'; 'The first season'; 'Where is "Feminism"?'; 'The second season: The uncertain path persists' and 'Seeds that have already been planted'. Many questions and challenges were encountered, such as how can we address important social issues and connect them to the planning of a futsal training session that does not directly deal with these topics? Do you need to link critical issues directly to the theme of the futsal training session? Where is Feminism? As a result, it was identified that feminism in the project gave women the opportunity to practice a sport, as well as the presence of a female coach; feminism was, also: in the reflections shared in the initial training sessions; in the learning community established with the research group; in the athletes sharing of knowledge with the project. In addition, feminism was at the heart of the project's belief that men and women should have equal opportunities to participate in sports, paving the way for a fairer world. Feminism was there, facing the risks. Feminism is in the courage to put that name to a sports project. I do not know what the future holds for Feminist Futsal, nor do I have all the answers for other sports projects that might look to us. What I do know is that love and the courage to change how we view the world are the driving forces behind this project. And yes, we are already revolutionizing it.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1500352
Database: ERIC
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  Value: <anid>AN0188177863;0uv01oct.25;2025Sep26.05:46;v2.2.500</anid> <title id="AN0188177863-1">Building the feminist futsal project: 'where is feminism?' </title> <p>This article aims to present the construction of a project called Feminist Futsal. Based on the experiences of female futsal coaches, this study aimed to analyze and reflect on some of the situations in which feminism was present throughout futsal seasons. For that, five specific moments were selected from field diaries: 'The construction of the Feminist Futsal Project'; 'The first season'; 'Where is "Feminism"?'; 'The second season: The uncertain path persists' and 'Seeds that have already been planted'. Many questions and challenges were encountered, such as how can we address important social issues and connect them to the planning of a futsal training session that does not directly deal with these topics? Do you need to link critical issues directly to the theme of the futsal training session? Where is Feminism? As a result, it was identified that feminism in the project gave women the opportunity to practice a sport, as well as the presence of a female coach; feminism was, also: in the reflections shared in the initial training sessions; in the learning community established with the research group; in the athletes sharing of knowledge with the project. In addition, feminism was at the heart of the project's belief that men and women should have equal opportunities to participate in sports, paving the way for a fairer world. Feminism was there, facing the risks. Feminism is in the courage to put that name to a sports project. I do not know what the future holds for Feminist Futsal, nor do I have all the answers for other sports projects that might look to us. What I do know is that love and the courage to change how we view the world are the driving forces behind this project. And yes, we are already revolutionizing it.</p> <p>Keywords: Sport; gender; female coach; sport pedagogy; intersectional feminism; autoetnography</p> <hd id="AN0188177863-2">Introduction</hd> <p>Being a sports coach in a project called 'Feminist Futsal' is like venturing into an unpredictable, winding forest. We do not know what we might encounter along the way, but we're hopeful the journey will be worthwhile. The theme is fascinating, but how do we work 'Feminism' into a project? How do we work on 'Feminism' in an extension project[<reflink idref="bib1" id="ref1">1</reflink>] focused on sport? How to bring 'Feminism' into a futsal project as an inexperienced coach? Is it being a female coach in a sports project a feminist act?</p> <p>According to the International Council for Coaching Excellence (ICCE), in coach development, it is important to recognize three knowledge bases: professional, interpersonal and intrapersonal (Côté & Gilbert, [<reflink idref="bib6" id="ref2">6</reflink>]; Gilbert et al., [<reflink idref="bib15" id="ref3">15</reflink>]). In addition, for the Council, there are some important skills that the profession requires, which are identified by understanding the context; planning practices; building relationships; conducting training and competitions; evaluating actions; learning and reflecting (Icce, [<reflink idref="bib21" id="ref4">21</reflink>]).</p> <p>However, it seems that much more than a sum of knowledge and content, being a male coach and being a female coach represent distinct roles in our society. As identified by some authors, the presence of inadequate salaries (Kubayi et al., [<reflink idref="bib24" id="ref5">24</reflink>], [<reflink idref="bib25" id="ref6">25</reflink>]), double or even triple working hours (Kubayi et al., [<reflink idref="bib25" id="ref7">25</reflink>]; Norman, [<reflink idref="bib31" id="ref8">31</reflink>]), sexual identity and athletic performance being constantly contested (Kamphoff et al., [<reflink idref="bib22" id="ref9">22</reflink>]; Lafountaine & Kamphoff, [<reflink idref="bib27" id="ref10">27</reflink>]; Norman, [<reflink idref="bib31" id="ref11">31</reflink>]) among other factors, makes this sporting arena a place of contestation for women.</p> <p>Therefore, the aim of this article is to reflect on and question the aspects of feminism that have emerged in the construction of the Feminist Futsal Project still in progress. From the experience report of the pedagogical practice of a sports coach, and with the help of the project's coordinators, this study aimed to connect futsal training sessions of an extension project for women with social issues that affect people's lives on a daily basis.</p> <p>To this end, it is through the first author's autoethnographic narrative and the production of her field diaries that we will present some of the experiences, which emerged during the first and second seasons of the Feminist Futsal Project. These experiences will be analyzed in the light of feminist studies from an intersectional perspective, in order to provide a theoretical basis. Discussing the processes of building a sports project from this perspective shows how challenging, distressing and pleasurable this path can be.</p> <hd id="AN0188177863-3">Methodology</hd> <p>This article relies on autoethnographic excerpts from the first author's field diary, which is part of her PhD thesis. It addresses topics that are often underrepresented in scientific discourse or, when addressed, tend to be romanticized in academic literature. There are several reasons for the choice of this methodology.</p> <p>One reason is that autoethnography invites us to discuss topics and sociocultural phenomena that are often overlooked (Grant, [<reflink idref="bib17" id="ref12">17</reflink>]). For example, researching the construction of a feminist futsal project within an extension project at the Federal University of Rio Grande do Sul, Brazil. Another aspect concerns the production of an article with accessible, evocative and meaningful writing (Ellis et al., [<reflink idref="bib11" id="ref13">11</reflink>]; Santos, [<reflink idref="bib33" id="ref14">33</reflink>]), as other methods may ignore or not reach certain audiences outside of the university (Santos, [<reflink idref="bib33" id="ref15">33</reflink>]). In addition, research with an autoethnographic character, as Gama ([<reflink idref="bib14" id="ref16">14</reflink>]) points out, is reflective, emotive, embodied research, where it is not about data collected or produced but about 'experiences'.</p> <hd id="AN0188177863-4">Building the 'feminist futsal' project</hd> <p>I, the first author, identified as a white woman, middle-class, Brazilian, 31 years old, enrolled in an undergraduate Physical Education course in 2010. After completing my undergraduate studies, I pursued a master's degree in the same field in 2016 and started my PhD degree at the Federal University of Rio Grande do Sul, in 2021. In this process, I have never been a sports coach, only an amateur futsal player. However, during this period, I experienced prejudice and I had to prove my futsal skills to demonstrate that I could be trusted to receive passes from men during futsal classes at university. Another important episode was when I completed an internship with a women's futsal team and felt that my opinion was belittled, I kept asking myself: 'How can I be a coach if I don't have space here?'</p> <p>In addition to the reported episodes, often taking part in futsal training courses and being the only female participant, I saw the lack of female coaches in certain professional positions. In this context, I questioned how female sports coaches were building their careers because I believed that being a male coach and being a female coach play distinct roles in society. Since my childhood, I have been passionate about the diversity of soccer (field soccer, futsal, street soccer, etc.), but I felt the prejudice and the challenges of enjoying these sports in Brazilian society. Therefore, getting to this place, to this extension project, was no coincidence; I went through a lot of resilience, deconstruction of ideas and construction of readings about women in sport and beyond.</p> <p>When I proposed this idea of being a female coach to my advisor (third author), he asked me to come up with a name for the extension project in which I would be teaching. It was during that period, May 2022, that the name of the project came up: 'Feminist Futsal'. When the name came up, I felt a sense of fear. I understood the significance of the name, and I knew I'd be asked to explain and justify my choice. Here's where my answer came from:</p> <p>The name was chosen because having women practicing and leading futsal in a safe environment, where Brazilian society[<reflink idref="bib2" id="ref17">2</reflink>] still does not see it as 'natural', is already subverting an order. Therefore, being a coach, working on the project, and having other women learn and teach from this practice in the sport is also a feminist act (Field diary, May 2022).</p> <p>The choice of the name, although it was an insight, is justified by my understanding as a feminist in my personal trajectory. In this sense, it is important to say that it was not long ago that I assumed myself a feminist and I am not afraid to use this word anymore. As Hooks ([<reflink idref="bib19" id="ref18">19</reflink>], p. 55) points out: 'Many women are reluctant to join feminism because they do not feel secure about the meaning of the term'. I did not feel safe either. When I was younger, around 14 or 15 years old; I would turn on the television and often see women burning bras, naked, protesting against policies in different corners of the world. Those scenes, those protests, gave me a negative image of the movement. My impression was that those women were 'crazy' and that there was no reason for them to hate men and/or society in general.</p> <p>My process of transformation and changing my conception of this word lasted a few more years. It was around the age of 21 or 22 years, at the end of my undergraduate Physical Education degree, when I started researching women's soccer that made me realize that various episodes I had experienced in my childhood because playing soccer had a name: prejudice. I could understand that the discomfort I felt or the 'anger' (Lorde, [<reflink idref="bib28" id="ref19">28</reflink>]) at struggling to play certain sports with the boys and the various nicknames they gave me was rooted in prejudice.</p> <p>From that moment on, I thought it was a turning point in my life. I understood that I needed to get to grips with the issue of gender; it was running through me, and I couldn't deny it. When I started to encounter these readings, I understood what the word 'feminism' meant. I came to understand that everything I had done in my childhood and during that period, from fighting to study; to being annoyed by the separate sports practices of women and men; to fighting not to be interrupted and listened to, were feminist acts. I was a feminist. I questioned that system just by being present in places that did not want to be.</p> <p>Learning not to be afraid to use that word was what gave me the confidence to put that name to the futsal project. Despite understanding and feeling that 'all change implies growth, and growing can be painful' (Lorde, [<reflink idref="bib28" id="ref20">28</reflink>], p. 153), recognizing that 'the master's tools will never bring down the big house' (Lorde, [<reflink idref="bib28" id="ref21">28</reflink>], p. 152), urges me to change the 'tools' or the status quo that we are in.</p> <hd id="AN0188177863-5">Feminist futsal project</hd> <p>The Feminist Futsal Project is part of an extension project carried out at the Federal University[<reflink idref="bib3" id="ref22">3</reflink>] of Rio Grande do Sul, Brazil. The aim of the project is to bring together undergraduate and graduate students, university employees (administrative technicians and professors) as well as sports coaches to think about and teach sports to the community. Feminist Futsal is also linked to a research project, along the lines of action research, with moments of 'reflection' (planning, preparation and dialog about the different perceptions of the training sessions) and 'action' (the sports training sessions).</p> <p>The Feminist Futsal Project has completed two seasons and is now in its third season. The first season began on 13 July 2022 and ended on 16 December 2022, while the second season began on 14 March 2023 and ended on 13 July 2023. The training sessions in the first season were held on Wednesdays and Fridays from 3:30 pm until 4:30 pm, and in the second season, training sessions were held on Tuesdays and Thursdays from 4:00 pm until 5:00 pm.</p> <p>The number of vacancies open in the first season[<reflink idref="bib4" id="ref23">4</reflink>] was 26. Initially, vacancies were intended for undergraduate and graduate students enrolled at the Federal University of Rio Grande do Sul and later for university employees (administrative technicians and professors) from the same institution. In the second season, the project expanded the range of participants, setting a limit of 33 athletes including students (undergraduate and graduate students enrolled at the Federal University of Rio Grande do Sul), university employees (technicians and professors) and outsourced workers (who work at the university). The main goal of the project is to reach out to the public, which does not find space for participatory sport either inside or outside the institution.</p> <p>There were 34 training sessions in the first season, which were described in field diaries produced after the sessions. These diaries also captured doubts, reflections and concerns that arose from meetings with the research group; conversations with peers; and topics covered in the graduate program, totaling 85 pages produced and typed in Microsoft Word. In the second season, there were 32 training sessions, with 59 field diaries produced in the same way as the previous one.</p> <p>As an ethical aspect[<reflink idref="bib5" id="ref24">5</reflink>], we adopted some precautions. As Ellis ([<reflink idref="bib10" id="ref25">10</reflink>]) points out, when carrying out autoethnographic research, there are various strategies for protecting the identity and maintaining the confidentiality of participants, such as assigning pseudonyms and changing a person's demographic information (age, race, gender, etc.), etc. We therefore decided to use fictitious names for Feminist Futsal athletes and not to identify the specific date produced in the diary, only season and month.</p> <hd id="AN0188177863-6">Data analysis</hd> <p>Data were jointly analyzed between myself (first author) and two critical friends (second author and third author). The critical friends collaborated reflexively with the action taken and made it a space for development and learning (Saraiva, [<reflink idref="bib34" id="ref26">34</reflink>]).</p> <p>The second author is identified as a white woman, middle-class, 40 years old, professor at the Federal University of Rio Grande do Sul, she studies and works in the field of Sports Pedagogy, with a focus on long-term athletic development and the training of coaches. The third author is identified as a white man, middle-class, 37, professor at the Federal University of Rio Grande do Sul, and he studies, researches and works in the field of Sports Pedagogy, with a focus on pedagogical practice. Both the second and third authors have similar perspectives about intersectional feminism and the aspects that influence sports experiences as the first author.</p> <p>The critical friends who took part in the process helped create what I see as a 'safe place' (Luguetti & Oliver, [<reflink idref="bib30" id="ref27">30</reflink>]), a space where the pain, anguish, challenges and happiness of the project were discussed. In addition to sharing feelings and emotions, critical friends have become fundamental in the Feminist Futsal extension project. It was through sharing knowledge that I was able to change my practice, as the first author, about the training sessions and everything that emerged from them.</p> <p>With regard to field diary experiences chosen for analysis, these were autoethnographic excerpts that we considered important from the feminist action within the seasons. There was no normative model describing the steps to be followed, but rather a selection of episodes based on the theme of the article, following the guidelines of Kilomba ([<reflink idref="bib23" id="ref28">23</reflink>]). We have, therefore, selected five specific moments: 'The construction of the Feminist Futsal Project'; 'The first season'; 'Where is "Feminism"?'; 'The second season: The uncertain path persists'; 'Seeds that have already been planted'.</p> <p>It is also important to highlight our choice and use of feminist theorists to support our interpretation of experiences carried out in the project, such as Grada Kilomba, Bell Hooks, Audre Lorde, Marcia Tiburi, etc. According to Strathern ([<reflink idref="bib35" id="ref29">35</reflink>]), it is important for researchers to know where their 'home' is. My home (first author) is my analytical gaze. The readings and worldviews have constituted me and constitute me. These views include feminist authors. They influence the choice of experiences and excerpts in the field diary. Therefore, interpreting the experiences chosen through the lens of these authors gives us greater meaning and significance throughout the process, both describing the experiences made in the field diary (first author) and analyzing the processes that emerged from it (first author and critical friends).</p> <p>Therefore, through these autoethnographic excerpts, we will try to share a particular experience and hope that it can touch the hearts of readers about an example of a futsal sports project that embodies feminist aspects in its constitution. Our hope is that stories like these will inspire others to develop projects that value this particular theme, working with social justice in higher education (Luguetti & Mclachlan, [<reflink idref="bib29" id="ref30">29</reflink>]).</p> <hd id="AN0188177863-7">First season</hd> <p>On my first day of the project, I gathered the players together in a corner of the futsal court; I did an opening circle; I introduced myself to the athletes; I presented the project; I listened to their stories, etc.</p> <p>When I was an undergraduate student, I always found it boring when I had to introduce myself because how could I talk about who I am and what I am looking for in such a short space of time? I never thought it would be easy to answer that question, but I understood the richness of it when I became a coach.</p> <p>I particularly didn't expect it to be as rich as it was. There were testimonies from two athletes who said that they were of indigenous origin and that they saw that space as a suitable environment for practicing soccer; there was an athlete who commented on her love for the sport and the difficulty she felt in getting a group of women to play, because when she invited them, it was difficult to get a full team of women; there was one who mentioned the fact that they wouldn't let her play at school precisely because she was a woman, that the boys wouldn't pass the ball for her. Understanding those testimonies made me realize that this space would be much more than just a sports project, but an environment of belonging, friendship, taking the stress out of everyday life, and of course, daily feminism. (Field diary, first season, July 2022)</p> <p>After the first week of training sessions, I understood that I needed a way to communicate with the players. The alternative was to create a 'Feminist Futsal' WhatsApp[<reflink idref="bib6" id="ref31">6</reflink>] group, which would also serve to build a closer relationship with the players. It was through this technological tool that I came up with the idea of creating a visual identity for the project. As the app was used as a form of communication, I thought that we needed to have some kind of symbol that associated us with that particular project. According to Marcia Tiburi, whom I greatly admire, once said: 'Feminism is the opposite of solitude' ([<reflink idref="bib36" id="ref32">36</reflink>]). I found like-minded partners along the way to support me in my endeavors, including those who contributed to the creation of the project's visual image (Figures 1 and 2).</p> <p>Graph: Figure 1. Feminist futsal project logo.</p> <p>Graph: Figure 2. Feminist futsal t-shirt.</p> <p>I asked Mari to have the symbol of feminism in the middle of the T-shirt, two Fs, one facing each way to represent Futsal and the other Feminism, as elements that couldn't be separated and the color purple on the T-shirt. From the shades, we saw that green would look good, but I wanted another shade on the other F. That's how we found yellow. And seeing that model, I even felt a justification for using green and yellow, which was to re-signify the colors that are the hallmark of Brazil and that unfortunately in recent years had been appropriated by policies that only did harm to the Brazilian people. As a result, the T-shirt looked like this: purple, which symbolizes the color of feminism; green and yellow in the FF, which symbolizes that futsal and feminism are not disassociated (as well as using the colors to give new meaning to the country's flag) and the symbol of feminism in white in the middle, showing this link between the symbol and the colors. (Field diary, first season, September 2022)</p> <p>After creating the symbol, I saw that this could be a strategy for publicizing and engaging with the project. Having the players identify with and belong to the project by using that symbol would make the purple of the project take over the campus where the project is located, and perhaps attract new people to learn about Feminist Futsal. However, it was not that way that most people joined in the season; interestingly, it was the athletes who became my main allies in this process, my best promoters. Through them, several students came to know about the project. As identified in these excerpts: 'Today a university employee joined the team, Carla. And the other new girl who joined, Katia, asked me if she could invite two more indigenous students to play in the team, as they were interested in the project' (Field diary, first season, September 2022); 'Cléo heard about the project from Rafa, a player in the project when she became interested in taking part of the project' (Field diary, first season, November 2022).</p> <p>As a new project, there were many issues that would require time and experience. I faced a scenario in which the flow of people was very intense. In addition, this situation can be justified by many reasons: work, studies, financial costs, class times, illness, not liking the training sessions, etc. That is why I think it is important that the athletes themselves embraced the cause and created a movement to call other women to join the project. I understand that they have been building the project together with me, not only by participating and by acting on the court but also outside it.</p> <hd id="AN0188177863-8">'Where is "Feminism"?'</hd> <p>Some foundations were key to maintaining and building the basis of the Feminist Futsal Project. One of them was the discussions proposed in the research group. The meetings became a time of great relief and learning about everything that was happening in the project. We became what Hooks ([<reflink idref="bib20" id="ref33">20</reflink>]) calls a 'learning community'. Meetings were held on a weekly basis, and we always commented on aspects that had arisen from the training sessions. Sharing knowledge with colleagues and critical friends made the morning seem to pass too quickly for all the reflections and discussions we had.</p> <p>A professor asked one of the questions I did not expect to receive, and which kept echoing in my mind: 'Why the name Feminist Futsal? What makes this project different from other futsal projects? Where is Feminism?' (Field diary, first season, October 2022).</p> <p>I could not find the right words to answer what I really wanted to say. My frustration at not being able to give a clear answer made me think about it for hours. Until the afternoon of that day, I had a class as a special student in a graduate course in Social Anthropology and the answer materialized.</p> <p>I was asked about the project, how it was going? How were the training sessions going? Perhaps I explained what I would have liked to say to the professor. That the feminist futsal project was born and developed in an attempt to get women to play a sport that in society is still seen as masculine; it also brings the figure of a coach (in this case me) to manage this sport, and just by doing and working with these issues, it already subverts an 'order' that may be symbolic, but recurs to the social imaginary, that certain places are not common ground for women (Field diary, first season, October 2022).</p> <p>The professor's question made me wonder why I had chosen the name of the Feminist Futsal project. I kept asking myself: 'Why did she ask that question? Does feminism need to be more explicit in the project?' For me, until then, feminism was a given. Having a woman coach and women practicing would have justified the name in itself. However, that doubt made me look at other horizons. I thought of alternatives to put feminism beyond myself (because I already considered a feminist) and what I thought the project was offering. In addition, I even asked myself: 'What Feminisms am I talking about in the project? Which Feminisms constitute me?'</p> <hd id="AN0188177863-9">Feminism beyond me: what feminism do I find myself in?</hd> <p>To think about which feminism or feminisms constitute me is what I consider feminism. In this sense, I understand feminism as 'the struggle for the rights of everyone' (Tiburi, [<reflink idref="bib36" id="ref34">36</reflink>], p. 11). The fight for equal social rights and for being who you are in the society we live.</p> <p>However, it's important to understand that there is no single definition of feminism. There is a diversity of feminist movements that, while sharing a common struggle for women's rights, there are also differences in their agendas and worldviews. Therefore, to think of feminisms is to consider their multiplicities, such as liberal feminism (Arruzza et al., [<reflink idref="bib1" id="ref35">1</reflink>]); Marxist feminism (D'avila, [<reflink idref="bib8" id="ref36">8</reflink>]); radical feminism (Hollanda, [<reflink idref="bib18" id="ref37">18</reflink>]); black feminism (Collins, [<reflink idref="bib4" id="ref38">4</reflink>]; Davis, [<reflink idref="bib9" id="ref39">9</reflink>]; Hollanda, [<reflink idref="bib18" id="ref40">18</reflink>]); transfeminism (Hollanda, [<reflink idref="bib18" id="ref41">18</reflink>]); decolonial feminism (Vergès, [<reflink idref="bib37" id="ref42">37</reflink>]); intersectional feminism (Collins & Bilge, [<reflink idref="bib5" id="ref43">5</reflink>]) and so many other pluralities. As Manuela D'Ávila quotes in her book 'We are the words we use',</p> <p>Within the feminist movement, we are not all the same. There are women, like me, who are Marxists and feminists, and others who are, for example, liberals and feminists. It's important that we value and recognize that we are not a uniform mass of women, but that we do have common struggles, despite our differences (D'avila, [<reflink idref="bib8" id="ref44">8</reflink>], p. 42).</p> <p>When I see myself as a feminist, I have been influenced by countless feminisms: Marxist, black, intersectional and decolonial. Each of these movements has influenced me and shaped the way I view society today, believing in a fairer world with more equity, respect for differences and understanding them as strengths rather than limitations. I would especially like to highlight the importance of two movements in my trajectory: black feminism and intersectional feminism.</p> <p>Black feminism strongly debates and questions the issue of women as a 'universal' being. Pointing out that the agendas and advances were only being designed to benefit a small contingent of white women from privileged social classes. It was in this sense that black feminism invited me to think: 'What women are we talking about?'; 'Do we all suffer the same prejudice?'. The black feminist movement made me look at race as an important analytical category; before, I only considered and saw gender. In this sense, I have to thank the reading of authors such as Patricia Hill Collins; Angela Davis; Audre Lorde; bell hooks; Lélia Gonzalez; Djamila Ribeiro, etc.</p> <p>Intersectional feminism, on the other hand, can be seen as a form of considered feminism that seeks to challenge and discuss society's structural injustices. Kimberlé Crenshaw, an American jurist, who named it in the 1980s and subsequently developed some of the most important theoretical elaborations on this concept (Kyrillos, [<reflink idref="bib26" id="ref45">26</reflink>]), coined the term 'intersectionality'. Intersectionality has been presented as an analytical category for thinking about the particular system that many people suffer, especially when it is linked to race, gender and class. In addition, it 'aims to give theoretical-methodological instrumentality to the structural inseparability of racism, capitalism and cis-hetero-patriarchy' (Collins, [<reflink idref="bib4" id="ref46">4</reflink>], p. 14). The intersectionality method, in practice, consists of sensitizing our gaze to perceive a set of social markers that cross women and based on this gaze, building/proposing ways to influence their reality in order to achieve equality in our society.</p> <p>Understanding this process and the construction of identity is important for me to recognize the feminisms in me and how much I can explore and transfer these aspects into my futsal training sessions in the project.</p> <hd id="AN0188177863-10">Second season: the uncertain path persists</hd> <p>Since the end of the last season, the technical committee, research group colleagues and critical friends have been meeting weekly to discuss the guiding principles for our training sessions. Throughout this process, we have suggested different ways of incorporating feminist themes, aiming for a more activist approach where critical issues are addressed and discussed. Our move toward an activist approach is because we understand that it questions and denaturalizes the conditions of oppression (Freire, [<reflink idref="bib13" id="ref47">13</reflink>]; Luguetti & Mclachlan, [<reflink idref="bib29" id="ref48">29</reflink>]). In this way, we would look for a way to amplify the possibility of challenging and transforming the power relations present in the educational sphere (Luguetti & Oliver, [<reflink idref="bib30" id="ref49">30</reflink>]).</p> <p>At each meeting, our focus was to search for ways and strategies not to impose 'critical' themes on them but rather to discuss the important themes in a collective way. We recognized the importance of athletes feeling like 'subjects' (Hooks, [<reflink idref="bib20" id="ref50">20</reflink>]) of that particular process. However, what are the limits of proposing critical themes in the Feminist Futsal project? How can we bring up important issues in society and connect them to the planning of a futsal training session that does not work directly with these issues? Do you need to directly connect 'critical themes' with the subject of the futsal training sessions?</p> <p>I called athletes together for an initial circle and talked about the theme of the training session, which would be maintaining ball possession and made a link with the day of journalists. I asked them: 'Do you know any women sports journalist?'. Carla said: 'I only know Gentil'. Alex said: 'There's Renata Mendonça'. Samantha: 'Alice Bastos'. I commented to them that the number of women sports journalists is growing, and now we also have female narrators. From this, I commented on a particular situation, in which I used to find it strange to have a woman narrator's voice in the media, but now I don't think so. Priscila said: 'You know my husband thinks so too, but it never caught my attention. I've always taken it naturally'. After that, I kept saying that it's important for other women to be sports journalists, that it's important to keep women in this profession. And then I realized that my cue for the sports theme of the training session was a bad one, and maybe I didn't even need it. My intention was to say that keeping ball possession was also important in the game. (Field diary, second season, April 2023)</p> <p>After the session, I asked the technical committee for their thoughts on the connection I had made at the beginning of the training session. Alex said: 'I think you did a good job. However, you do not always have to make the connection. I found your approach very interesting, and you should do it more often' (Field diary, second season, April 2023). This feedback was a relief, as I often worry about making this connection, and it helped me to understand that it's not always necessary to force them. However, raising certain issues remains essential.</p> <p>Although the strategies were interesting, nothing would work without one key element: the connection with the group. Understanding what they were studying; what affected them; talking to them; building that trust; building that bridge of respect and connection between them and the technical committee, created a 'safe place' (Luguetti & Oliver, [<reflink idref="bib30" id="ref51">30</reflink>]), a 'community' (Hooks, [<reflink idref="bib20" id="ref52">20</reflink>], p. 165) to discuss any subject, including feminist issues. It was from this dialogue and trust that some themes emerged and were proposed for the project agenda.</p> <p>During this time, I also realized that proposing critical themes means embracing courage and taking risks. Along the way, there were a few risks. One of these was taking part in an event on 'Intercultural Dialogues'. When I saw the list of speakers, I immediately noticed that there were athletes from the project. I realized that it would be a great opportunity to learn from them, so I decided to cancel the project training session so that we could attend the event at a certain location in downtown.</p> <p>When I arrived at the event, it was me and Amanda (the coaching staff), no other athlete from the project was present and neither any other member of the coaching staff. At the event, I told Amanda about my frustration. Amanda said: 'The space and awareness is being given through training sessions, lectures, Instagram'. But how do we make others aware of this importance? I discussed this with my advisor, and he said: 'Everyone has their own time to reflect and awaken to this awareness'. And really, I can't make certain people be there because I think it's important, it has to come from them. (Field diary, second season, March 2023)</p> <p>The second risk and partnership established was through the Feminist Futsal calendar. I had looked at the dates and knew that the weekend would be International Art Day. When I saw about that, I called Adriana for a chat on WhatsApp, as I knew she was studying Visual Arts for her master's degree and asked if she had any studies to share with the group (technical committee and athletes) on the subject. The day we brought this up at the training session, I decided to be the first person to talk about it. According to Dania ([<reflink idref="bib7" id="ref53">7</reflink>], p. 10): 'Security is one of the main illusions a teacher can have'. I had this feeling that day. I had not agreed on anything other than sharing an article by Adriana with the training session. I did not know how I was going to start the debate and that caused me apprehension.</p> <p>When I start talking, I don't really know what I'm talking about, and I start to feel distressed. Luckily Adriana talked about her research, and this was a tremendous relief. As Adriana explained her research, more athletes started to join in. Samantha commented on the question of the Arts; Priscila talked about what she experienced in her classes with the exact sciences; Carina debated the subject; it was beautiful. But the subject was so good, it seemed like it wouldn't end, it lasted longer than I thought it would. This started to worry me about lesson planning. I started to think: 'Do I keep the initial activity or not? Do I take out a certain activity? Take it out! There won't be time'. When the students stopped commenting, I decided to go with the theme of the futsal training session. And this turn of events was very difficult. (Field diary, second season, April 2023)</p> <p>The third risk was also inspired by a date in the calendar. I had seen with the technical committee that the weekend would be the date of the slavery abolition in Brazil. I told Amanda to write a post on Instagram about it. I thought it was necessary and important for us to debate this issue, even more in Brazil, one of the last countries in the world to sign up for abolition (Bento et al., [<reflink idref="bib3" id="ref54">3</reflink>]). I took on this task and she came up with the idea of inviting Tati, a player in the project and a political activist, to produce a post. Entrusting her with this was also a risk, but I was confident that it would work out and it did. The two of them created a very important post on the subject. At that moment, I could see the strength of the collective of athletes contributing to the formation of the project in this season.</p> <hd id="AN0188177863-11">Seeds have already been planted</hd> <p>While in the first season I often felt lonely, the project has expanded in the second season and now includes a technical committee. As well as being a coach, I also feel like a coordinator, another position I have never held before in my life. This has made me reflect and learn about other issues.</p> <p>Over the months, one of the most rewarding aspects of the project, beyond the involvement of all the people who support, identify with, and participate in it, is seeing myself reflected in other women. Understanding that there will be people, who will lead the project after my time in the graduate program, in a way relieves me, makes me proud and gives me hope that what has been built will remain. Amanda started the project as a scholarship student (in the first season), and as people did not show up in the training session, she became a scholarship student and a player. Today she continues to be a scholarship student, sometimes a player, and maybe, soon, the next coach of the project.</p> <p>Another seed that has already been planted, even without knowing it was being planted, can be identified in this initial circle. I asked the players: 'In case it touched you, when did the issue of gender come to your attention?'. Adriana said: 'I think the project helped me to have a lens on this issue of gender in sport, before it did not catch my attention as much as it does now' (Field diary, second season, June 2023). Other athletes that demonstrate this during the seasons can be analyzed in the following excerpts:</p> <p>Tati: 'One of the aspects that caught my attention in the project is precisely having a place where we can discuss these issues that involve us'. (Field diary, second season, March 2023)</p> <p>Carla: 'I remember the female coach from a long time ago saying, 'Wow, having a female coach here and women playing, that's already a feminist act. That alone justifies the project's name'. And that made me think: 'It's true. This is already a feminist act'. We, as women, are not accustomed to playing soccer or futsal. We are more influenced by volleyball, handball, but not futsal. Having this space here is very important'. (Field diary, second season, July 2023)</p> <p>Reflecting on the message in the project group and the comment made by Adriana, Tati and Carla makes me think about how much the seeds are being planted and I am not seeing them germinate or at least not as quickly as it is happening. When she made that comment, my eyes lit up and I realized that the project makes a lot of sense not only in terms of the players' tactical and technical skills but also beyond the court.</p> <p>The seeds are already bearing fruits.</p> <hd id="AN0188177863-12">Building the project: doing and (re)doing</hd> <p>Taking as its starting point the experiences of a female coach, this article explores the construction of a project called Feminist Futsal, which is part of an extension project at the Federal University of Rio Grande do Sul. The project is based on the experiences of the female coach and tries to analyze and reflect on some instances where feminism has played a role during the first and second seasons.</p> <p>Feminism in the project began by giving women the opportunity to practice a sport that in Brazilian society is still seen as masculine and masculinizing, in addition to having a female coach. Feminism was there. Feminism was present in the reflections brought up in the initial training sessions; feminism was there in the learning community that we built alongside the research group; feminism was in the athletes sharing their knowledge of the project and in the production of content for social media; feminism was at the core of a project that believes that men and women should have equal space in sports and advocates for a fairer world. Feminism was there, facing the risks. Feminism is in the courage to put that name to a sports project.</p> <p>I do not know what the future holds for Feminist Futsal nor do I have all the answers for other sports projects that might look to us. What I do know is that love and the courage to change how we view the world are the driving forces behind this project. And yes, we are already revolutionizing it.</p> <p>Finally, I would like to encourage the presence of more autoethnographic works in the field of sports pedagogy. Carrying out ethnography means subverting some orders. The first is that we are increasingly pressured to publish more and faster. Ethnography goes against this norm, as it requires time, reflection and awareness. For many years, the history of women in sports has been told, or untold, by men. Carrying out an autoethnography in sport, like this, is also allowing this story to be told from a woman's perspective.</p> <p>Furthermore, I believe in a science that is built as a process, done by people and for people. The result of all this is a consequence, the most important thing is to involve the participants in sport and social issues.</p> <hd id="AN0188177863-13">Disclosure statement</hd> <p>No potential conflict of interest was reported by the author(s).</p> <ref id="AN0188177863-14"> <title> Notes </title> <blist> <bibl id="bib1" idref="ref1" type="bt">1</bibl> <bibtext> The university extension program is based on the interaction between the academic community and the general population, emphasizing the transformative role of the university, as it is open to community participation.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref17" type="bt">2</bibl> <bibtext> In 1941, with the implementation of Decree-Law 3.199, women in Brazil were prohibited from participating in sports that were not in accordance with their nature (Franzini, [12]). During this period of prohibition, the sports encouraged for the female public were those that aimed at preserving the female body in conformity with gender norms, such as gymnastics, dance and swimming (Goellner, [16]). This decree-law was only repealed at the end of the 1970s. However, even though women's access has increased in the post-prohibition scenario, this sports participation is lower than that of men, especially in soccer and futsal. Furthermore, practitioners are often subjected to the construction of stereotypes linked to the body and sexuality. These reverberations are not only in the sports field. In the scientific field, the first studies on women's football were only published at the end of the 1990s (Barreira et al., [2]). Another study that identifies the absence of women in sport can be seen by Passero et al. ([32]), in which they identify the presence of 14% of female coaches in Brazilian women's soccer championships from 2013 to 2019.</bibtext> </blist> <blist> <bibl id="bib3" idref="ref22" type="bt">3</bibl> <bibtext> There is no specific institutional policy at the university, but there are specific actions by groups addressing gender-related topics. Regarding sports, there are university teams for women and men in different sports; however, there were no space for practitioners with different people who do not have competitive desires. Thus, the Futsal Feminist project aimed to address this gap at the university, that is, to provide a space for the practice of futsal for women, especially those who do not wish to participate in competitions.</bibtext> </blist> <blist> <bibl id="bib4" idref="ref23" type="bt">4</bibl> <bibtext> In the first season, women who participated in the project registered through a form available at the extension office of the University. From the second and third seasons onwards, the responsibility for managing and publicizing registrations shifted to the project's technical committee. On the project's Instagram profile, there were announcements about the registration period, available slots and the sharing of the link that provided access to the registration form. The athletes participating in the project did not incur any financial costs to be a part of the Feminist Futsal project.</bibtext> </blist> <blist> <bibl id="bib5" idref="ref24" type="bt">5</bibl> <bibtext> This project has the Ethical Appreciation Certificate: 10347119.5.0000.5347. When registering for the Feminist Futsal project, participants were informed that it was an extension project associated with the doctoral research of the first author. They were made aware and agree that the project would include field diaries documenting the dialogues and actions occurring within the project.</bibtext> </blist> <blist> <bibl id="bib6" idref="ref2" type="bt">6</bibl> <bibtext> Is a technological tool widely used in Brazil for sending messages between people.</bibtext> </blist> <blist> <bibl id="bib7" idref="ref53" type="bt">7</bibl> <bibtext> In order to carry out this research, we had the support of the Coordination for the Improvement of Higher Education Personnel (CAPES).</bibtext> </blist> </ref> <ref id="AN0188177863-15"> <title> References </title> <blist> <bibtext> Arruzza, C., et al. (2019). Feminism for the 99%: A manifesto. São Paulo: Boitempo.</bibtext> </blist> <blist> <bibtext> Barreira, J., Rodrigues Goncalves, M. C., Carqueijeiro de Medeiros, D. C., Galatti, & L. R. (2022). Academic production in women's football and futsal: State of the art of national scientific articles in the area of physical education. 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Ubu Editora.</bibtext> </blist> </ref> <aug> <p>By Martina Burch; Carine Collet and Guy Ginciene</p> <p>Reported by Author; Author; Author</p> </aug> <nolink nlid="nl1" bibid="bib15" firstref="ref3"></nolink> <nolink nlid="nl2" bibid="bib21" firstref="ref4"></nolink> <nolink nlid="nl3" bibid="bib24" firstref="ref5"></nolink> <nolink nlid="nl4" bibid="bib25" firstref="ref6"></nolink> <nolink nlid="nl5" bibid="bib31" firstref="ref8"></nolink> <nolink nlid="nl6" bibid="bib22" firstref="ref9"></nolink> <nolink nlid="nl7" bibid="bib27" firstref="ref10"></nolink> <nolink nlid="nl8" bibid="bib17" firstref="ref12"></nolink> <nolink nlid="nl9" bibid="bib11" firstref="ref13"></nolink> <nolink nlid="nl10" bibid="bib33" firstref="ref14"></nolink> <nolink nlid="nl11" bibid="bib14" firstref="ref16"></nolink> <nolink nlid="nl12" bibid="bib19" firstref="ref18"></nolink> <nolink nlid="nl13" bibid="bib28" firstref="ref19"></nolink> <nolink nlid="nl14" bibid="bib10" firstref="ref25"></nolink> <nolink nlid="nl15" bibid="bib34" firstref="ref26"></nolink> <nolink nlid="nl16" bibid="bib30" firstref="ref27"></nolink> <nolink nlid="nl17" bibid="bib23" firstref="ref28"></nolink> <nolink nlid="nl18" bibid="bib35" firstref="ref29"></nolink> <nolink nlid="nl19" bibid="bib29" firstref="ref30"></nolink> <nolink nlid="nl20" bibid="bib36" firstref="ref32"></nolink> <nolink nlid="nl21" bibid="bib20" firstref="ref33"></nolink> <nolink nlid="nl22" bibid="bib18" firstref="ref37"></nolink> <nolink nlid="nl23" bibid="bib37" firstref="ref42"></nolink> <nolink nlid="nl24" bibid="bib26" firstref="ref45"></nolink> <nolink nlid="nl25" bibid="bib13" firstref="ref47"></nolink>
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  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Feminism%22">Feminism</searchLink><br /><searchLink fieldCode="DE" term="%22Females%22">Females</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Issues%22">Gender Issues</searchLink><br /><searchLink fieldCode="DE" term="%22Womens+Athletics%22">Womens Athletics</searchLink><br /><searchLink fieldCode="DE" term="%22Sex+Fairness%22">Sex Fairness</searchLink><br /><searchLink fieldCode="DE" term="%22Athletic+Coaches%22">Athletic Coaches</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Descriptions%22">Program Descriptions</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Perspective+Taking%22">Perspective Taking</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Brazil%22">Brazil</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/13573322.2024.2371031
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1357-3322<br />1470-1243
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This article aims to present the construction of a project called Feminist Futsal. Based on the experiences of female futsal coaches, this study aimed to analyze and reflect on some of the situations in which feminism was present throughout futsal seasons. For that, five specific moments were selected from field diaries: 'The construction of the Feminist Futsal Project'; 'The first season'; 'Where is "Feminism"?'; 'The second season: The uncertain path persists' and 'Seeds that have already been planted'. Many questions and challenges were encountered, such as how can we address important social issues and connect them to the planning of a futsal training session that does not directly deal with these topics? Do you need to link critical issues directly to the theme of the futsal training session? Where is Feminism? As a result, it was identified that feminism in the project gave women the opportunity to practice a sport, as well as the presence of a female coach; feminism was, also: in the reflections shared in the initial training sessions; in the learning community established with the research group; in the athletes sharing of knowledge with the project. In addition, feminism was at the heart of the project's belief that men and women should have equal opportunities to participate in sports, paving the way for a fairer world. Feminism was there, facing the risks. Feminism is in the courage to put that name to a sports project. I do not know what the future holds for Feminist Futsal, nor do I have all the answers for other sports projects that might look to us. What I do know is that love and the courage to change how we view the world are the driving forces behind this project. And yes, we are already revolutionizing it.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1500352
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1500352
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/13573322.2024.2371031
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 1015
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Feminism
        Type: general
      – SubjectFull: Females
        Type: general
      – SubjectFull: Gender Issues
        Type: general
      – SubjectFull: Womens Athletics
        Type: general
      – SubjectFull: Sex Fairness
        Type: general
      – SubjectFull: Athletic Coaches
        Type: general
      – SubjectFull: Program Descriptions
        Type: general
      – SubjectFull: Program Implementation
        Type: general
      – SubjectFull: Perspective Taking
        Type: general
      – SubjectFull: Brazil
        Type: general
    Titles:
      – TitleFull: Building the Feminist Futsal Project: 'Where Is Feminism?'
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Martina Burch
      – PersonEntity:
          Name:
            NameFull: Carine Collet
      – PersonEntity:
          Name:
            NameFull: Guy Ginciene
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 1357-3322
            – Type: issn-electronic
              Value: 1470-1243
          Numbering:
            – Type: volume
              Value: 30
            – Type: issue
              Value: 8
          Titles:
            – TitleFull: Sport, Education and Society
              Type: main
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