Os jogos eletrônicos nas aulas de educação física: ressignificando a prática

Abstract

This study addresses the integration of Electronic Games (EGs) into the school curriculum in a context where students are deeply immersed in the digital environment. Although the 2017 National Common Curriculum Base encourages critical reflection on digital media, it does not offer an objective and substantial guide for working with EGs in Physical Education. The research was motivated by the difficulties faced by the researcher and other teachers in public schools in Alenquer, in the interior of the state of Pará, who lack the infrastructure, equipment, and internet access to teach the content in a practical way. The overall objective was to analyze the applicability of the content of Electronic Games in Physical Education classes for 6th and 7th grade students in a public school in Alenquer, Pará. As a contribution, a pedagogical e-book was developed that systematizes the activities developed for 6th and 7th grade teachers, whose content includes the reproduction of body practices based on EGs. The field research adopted a qualitative approach. Data collection included: Interviews with six Physical Education teachers to verify teaching methodologies and difficulties; a questionnaire with 80 students in the 6th and 7th grades to identify the most frequently experienced video games, with Free Fire being the most cited; a pedagogical intervention that implemented lesson plans with physical activities based on popular video games (Free Fire, Pac-Man, Among Us, and Subway Surfers), adapting their virtual logic to physical movement; and focus groups conducted with students to investigate their perceptions of experiencing the recreated physical activities. The intervention demonstrated that recreating video games in physical activities promoted engagement and cooperation, in addition to allowing the development of motor skills. Students confronted the dichotomy between the virtual and the real, perceiving the difference between the skills and powers of the digital game (which allow them to relive the experience without feeling tired) and the real physical effort required on the court. The practice also stimulated critical reflection on the benefits (strategy, reasoning) and risks of excessive video game use (addiction, sedentary lifestyle, dry eye syndrome). The involvement of students as co-creators, suggesting changes to the rules, strengthened youth empowerment. The research concludes that video games, when mediated with creativity and critical awareness, are an opportunity for innovation and inclusion. As a contribution, an educational e-book was created that systematizes the activities developed for 6th and 7th grade teachers.