Jogos eletrônicos : possibilidades e contribuições do conteúdo nas aulas de educação física

Abstract

The work addresses the use of electronic games in Physical Education classes. The playful culture of games and games compose the pedagogical structure of the discipline of Physical Education since the beginning of the twentieth century, however, the tools used in the classroom in this theme did not follow the evolutions of contemporaneity. The current forms of games and frolics are identified with the circumstances of a society involved in a mediatic and electronic culture. In this sense, this study has the following problem: does the development of electronic games in Physical Education classes promote the participation, motivation, and emancipation of students in their activities? As a general objective: to analyze the development of electronic games in Physical Education classes and its possibilities of protagonism and emancipation of students. The specific objectives are: a) To know forms of protagonism and emancipation of students from electronic games in Physical Education classes; b) To unveil the possibilities of interaction of students through activities involving electronic games in classes; c) To identify the challenges encountered by the teacherresearcher in the development of activities with electronic games in Physical Education classes. The methodology was qualitative in nature, using as data collection tools: the questionnaire and participant observation. The research participants were 6th grade students of a state school in the city of Santo Antônio do Leverger - MT who participated in a pedagogical intervention developed in three stages: 1) application of the initial questionnaire, performing the diagnosis on the students' knowledge about electronic games; 2) execution of the didactic unit in order to investigate the contributions present in the teaching of electronic games as a content in Physical Education classes; 3) application of the final questionnaire, enabling students to report their experience during the implementation of the didactic unit. The data analysis procedure adopted was thematic analysis employing the systematization of initial ideas, exploration of the material, and treatment of the results. It was found by the developed proposal that the content of electronic games motivated the students, increasing their participation and interaction during the classes. Another important factor was that electronic games are a very important tool for self-knowledge, throughout the classes, we observed the emergence of an emancipatory attitude by the students, who took for themselves the mission to explore the proposed games and help their classmates who found some difficulty. We conclude, therefore, that the electronic games promoted, during Physical Education classes, the participation, motivation, and emancipation of the students.