Brincadeiras e jogos da região Amazônica nas aulas de Educação Física dos anos iniciais do ensino fundamental a partir de uma abordagem sociointeracionista

Abstract

Physical Education, as a curricular component, addresses several physical practices, including games and play. This study aimed to investigate the games and play of the Amazon region in Physical Education classes in the early years of elementary school from a socio-interactionist approach. The interactionist approach is becoming increasingly prominent in several sectors of the school environment, contrasting with the mechanistic approach of Physical Education. The general objective is to investigate the thematization of games and play of the Amazon region in Physical Education classes in the early years of elementary school from a socio-interactionist approach. According to the National Common Curricular Base, Physical Education, as a curricular component, addresses several physical practices, including games and play, sports, fighting, dance, gymnastics, adventure physical practices, among others. The methodology adopted is qualitative, using teaching experiment techniques and, for data collection, the following were carried out: observations in classes, recording of observations in a field diary to produce and analyze the data. It presents three relevant elements in the educational process: 1) Modeling: Adapting activities to the students' level of development to facilitate learning. 2) Teaching episodes: Flexibility and modifications of teaching techniques in the classroom, with the teacher present, to better meet the students' needs. 3) Interviews: Conducting individual or collective interviews involving students. The research was conducted in the city of Manaus with a 5th grade class. The research revealed that pedagogical planning, based on specific principles, created a learning environment that prioritizes the students' overall well-being. This approach not only stimulated interaction, but also stimulated the students' active involvement, encouraging their participation in activities and in the collective construction of knowledge. It was found, through observations and notes, as well as through information provided by students verbally and in writing, that they studied and appropriated the games and activities.