Jogos populares nas aulas de educação física : um estudo sobre possibilidades pedagógicas

Abstract

The Physical Education taught at the School in Brazil has undergone several influences throughout its history and changes in terms of objectives, identity and content. It is relevant to emphasize that due to these changes, new ways of thinking about the pedagogical possibilities in Physical Education classes have emerged. In this new way of thinking about Physical Education as a curricular component, we understand that the content of popular games and games has its importance in this teaching and learning process and should be taught and experienced by students in their playful manifestations contributing to the construction of the movement culture and its interactions with the world. In view of the anxiety regarding the curricular proposal of the municipality of Anápolis, Goiás, it was necessary to study and teach a didactic unit that addressed the current pedagogical possibilities of the Physical Education discipline, allowing the researcher to analyze and reflect on her own practice, as well as enabling new actions in the face of difficulties encountered in class. This study carried out an analysis of the teaching of the content “Popular Games” proposed by the authors Ângela Palma, Amauri Oliveira and José Augusto Palma, in the Physical Education classes, of the 4th year B of Elementary School I, in the Presbiteriana School Orvalho do Hermon (EPOH) . In this sense, it aimed to teach and analyze the aforementioned content, verifying its systematization and hierarchy in the school years, as well as investigating the possibilities that the teacher of the municipal school system had when adopting the methodology of the referred authors through the understanding of human motricity as the basis of their teaching practices and games in their socio-cultural aspects. The intervention plan was organized with the systematic of twelve lesson plans - one bimonthly - that addressed the experience of various types of popular games with the intention of reframing the corporal experience. The experiences and records made by the students demonstrated that popular games are motivational factors for children's engagement in Physical Education classes. It was found that it is possible to teach this content in school, enabling a reflective pedagogical practice that allows a meaningful learning about what is done of the body in movement in Physical Education classes.