O jogo na Educação Física Escolar: Uma proposta metodológica de participação ativa dos estudantes

Abstract

Students’ active participation in their own teaching-learning process has been increasingly stimulated due to the importance in their development. The creation of games challenges students to overcome themselves, making them involved with the proposition. It also aids students to seek for ways to build up their game within their own experiences. It is at this point that we show students they may as well build their own learning process, with the same involvement, interest and effective participation with which they play, create and recreate games. The general objective of this study was to develop a methodological proposal of students’ active participation through the use of the game in the Physical Education (PE) classes during a school quarter. Among the specific objectives, we aimed to analyze and describe the perception of students on the experience to create, recreate, live and assess games in PE classes; stimulate students’ active participation in face of the propositions of creation, experimentation and assessment of the games; verify the reverberation of such pedagogical proposal for students’ learning and development; and elaborate an e-book with the methodological process used in the research as well as the games created by the students and the r considerations of the process. The study is an intervention research developed at EMEF “Professor Vercenílio da Silva Pascoal”, located in the neighborhood of Joana D’arc, city of Vitória, with 4th and 5th graders of the morning shift of the year 2022, coming to a total of 49 participants whose ages vary between 9 and 11. The project was accomplished in 32 classes divided in 7 stages, in which students experienced games in different formats, created new games, experimented and then assessed them, also self-evaluating their participation in the process. A Festival with the created games was carried out as a culmination of the project. Based on the whole process developed in this project, the assessments that were carried out, the conversation circles and the observation of classes, we were able to conclude that this methodological proposal has relevantly contributed for students’ learning and development, once it stimulated their active and effective participation, bringing forth reflections and significations about the studied content. The use of the content “game” in PE classes through the process of creation, experimentation, assessment and recreation may positively influence students’ learning and development out of their own experiences.