Football media literacy: an interpretation of the Scaloni Method

 

By Carlos Ferraro *

It is rarely so gratifying for those of us who work in the field of media literacy to discover that its fundamental principles find concrete expression in areas seemingly far removed from education and social communication. One such case can be seen in the experience of the Argentine national team, which won the World Cup in Qatar in 2022.

The recent release of the documentary *The Scaloni Method* , directed by Diego Peskins and premiered in Argentina on the Flow platform, offers an exceptional opportunity to analyze, from an educational communication perspective, one of the most successful sporting processes of recent years. Across three thirty-minute episodes, the documentary reconstructs the path that led to Argentina's third World Cup victory, relying primarily on the testimonies of the key figures who participated in that experience led by Lionel Sebastián Scaloni.

Beyond the sporting results, the documentary reveals something much deeper: the existence of a method. A way of understanding leadership, team building, and human development that distances itself from the purely results-oriented logic that often dominates much of contemporary football. A logic where speculation, cunning, extreme pragmatism, or the idea that any means are justified to achieve success often prevail.

The journey of this team proves the exact opposite. The project began with defeats, questions, and moments of uncertainty. However, far from building its strength solely on individual talent or an obsessive pursuit of results, it developed a work culture based on human values, bonds of trust, and a deep collective identity.

It is particularly significant that, at the end of the documentary, the credits display the principles that guided the process. Simple phrases, uttered by the protagonists themselves, allow us to understand the philosophy that sustained the group throughout.

It is precisely there that a genuine educational and communicative dimension clearly emerges.

When the method states that the goal is "to improve the person in order to improve the player," it is expressing one of the central tenets of media literacy: human development precedes professional performance. The person is not an instrument at the service of performance; on the contrary, performance is a consequence of the person's holistic growth.

Similarly, the assertion that “the person comes before the player” represents a break with a commercialized view of sport that frequently transforms young people into economic resources destined to feed a gigantic global industry. In contrast, the Scaloni Method recovers the human dimension as the foundation of all collective endeavors.

Other principles, such as authentic leadership, consistency between words and actions, mutual trust, and respect, are fully aligned with educational communication approaches inspired by the thinking of Paulo Freire and Mario Kaplún. Authority arises not from imposition but from example; leadership is based not on power but on credibility.

The group's formation also offers valuable lessons. The absence of egos, emotional closeness, the commitment to empowering others, the shared enjoyment of the experience, the pursuit of each member's best self, and the creation of a genuine sense of belonging are concrete expressions of a pedagogy based on participation and collective leadership.

Media literacy argues that communities thrive when everyone can contribute, when differences are transformed into strengths, and when each person finds a space to develop their abilities. That seems to be precisely what happened with this national team.

Of particular importance is the ability to bring together different generations. The combination of experience and youth, of established careers and fresh energy, reflects a deep understanding of community processes. Instead of fostering divisions, the group built bridges.

Perhaps one of the most powerful images is the one that could be summarized in the expression "taking Messi off the poster." It's not about diminishing the stature of the best player in the world, but about ceasing to see him as a distant hero and transforming his dream into a shared project. Passive admiration is transformed into active commitment. Leadership ceases to be concentrated in one figure and becomes distributed among everyone.

Even the tactical aspects of the game lend themselves to an educational and communicative interpretation. The constant movement of the ball, the collective construction of plays, the creativity to innovate, and the ability to adapt to changing scenarios reflect dynamics that also characterize democratic communication processes. Communication, like the style of football that Scaloni proposes, is strengthened when it circulates, when it involves everyone, and when it remains open to creativity.

Therefore, the Scaloni Method extends far beyond the realm of sports. It constitutes an experience that demonstrates how human values, community building, dialogue, trust, and participation can become decisive factors in achieving common goals.

From this perspective, the Argentine national team's World Cup victory offers much more than a football lesson. It reminds us that the principles of media literacy don't belong exclusively to classrooms, community media, or social projects. They are tools capable of transforming any space where people are willing to build a shared future together.

Perhaps therein lies the true lesson of the Scaloni Method: great collective achievements are not born solely from talent, but from the ability to generate bonds, a sense of belonging and a community that makes it possible for each person to give their best in service of the common good.

*Educommunication Specialist. Professor of Philosophy and Educational Sciences - Director of the Media Education Department at SIGNIS - Director of CELAEC (Latin American Center for Citizen Media Education)