Das crenças/concepções relativas ao(s) jogo(s) tradicional(is) à organização do trabalho pedagógico em educação física nos anos iniciais do ensino fundamental: entre ausência, instrumentalizações e implicações à formação humana

Abstract

Traditional games are folkloric manifestations of childhood that for centuries and in different civilizations played a fundamental role in the (re)production of values and social codes between generations (FERNANDES, 1979). However, the exponential growth and dissemination of technologies has been modifying them, while the increase in urban violence engenders a rupture in the process of transmitting their knowledge, essentially due to orality and interaction, characteristics of these playful expressions, being compromised by these factors. . Therefore, it is expected that the school, through the pedagogical practice of the Physical Education teacher, will fulfill the task of addressing these important manifestations of popular culture, not only as a way of providing opportunities for their experience, but also with a view to enabling the recognition of their formative strength. , historical and cultural value, especially its humanizing character and ability to connect different generations, given that they translate specific contents (object of knowledge) of the subarea, which integrates the set of expressions of body culture of movement (CARNEIRO, 2012, 2015 , 2017; CARNEIRO, SILVA E REIS, 2020). To this end, it is essential to investigate the conceptions and pedagogical practices on the subject, both due to the complexity inherent to the playful phenomenon (game), its subjective and immanent character, in which traditional games, such as sport and dance, find the basis for its manifestation (playful state). As well as due to the deficiency of training in relation to the topic, since Physical Education teaching approaches, even presenting the game as a teaching content - with the exception of the constructivist proposal - did little to provide the theoretical depth necessary for its thematization by teachers. However, the (traditional) game appears both in the form of content and teaching methodology with purposes external to its manifestation, thus forgetting its social and historical richness. Accordingly, this research aims to compare the conception of traditional game(s) of Physical Education teachers through the observation of their manifestations at school, pari passu the way in which they organize the pedagogical work to teach it. . The methodology consists of a qualitative approach with a narrative design, with the target audience of the investigation being two Physical Education teachers working in the early years of Elementary School in a city in the interior of Minas Gerais – MG. Routine observations of Physical Education classes and semi-structured interviews served as instruments for data collection. The results analyzed using the triangulation method (DENZIN and LINCOLN, 2000) demonstrated that the traditional game(s) are conceived as activities with methodological purposes and there is a lack of knowledge that they are folk expressions. The subjective and immanent character of the ludic phenomenon (game) is equally not understood. Added to the lack of clarity regarding the objectives and attributes of pedagogical practice in Physical Education, the observed scenario justifies the discredited position of traditional game(s) in these teachers' classes. At the end of the proposal, training workshops on the Traditional Game were held with teachers from the research schools. (Educational Product).