NON-FORMAL EDUCATION AND SPORT AS AN EDUCATIONAL PRACTICE IN NON-SCHOOL SPACES: EXPERIENCES FROM THE SAQUALAND ROLLER PROJECT IN SAQUAREMA (RJ)

Abstract

Non-formal education has increasingly gained relevance in the contemporary educational field, particularly in territories marked by social inequalities and limited access to cultural, sports, and educational opportunities. In this context, non-school spaces emerge as environments of learning, social interaction, and human development, expanding educational possibilities for different social groups. This study analyzes how the practices developed by the Saqualand Roller project, located in the municipality of Saquarema (RJ), contribute to the educational and social development of children, youth, and adults. The research is qualitative in nature, based on bibliographic and documentary analysis, combined with a case study approach. The theoretical framework is grounded in authors who understand education as a social practice, discuss educational inequalities, and analyze learning processes in non-formal contexts. The findings indicate that sports and community-based activities promote social inclusion, strengthen collective bonds, foster socio-emotional development, and expand educational opportunities. The study also demonstrates that sports, when associated with pedagogical and community practices, go beyond recreational purposes and become important instruments for integral education and social participation. It is concluded that initiatives such as the Saqualand Roller project function as significant educational territories, complementing formal education and contributing to the construction of more inclusive and meaningful learning experiences.