Os jogos eletrônicos na educação física escolar: uma possibilidade na abordagem crítico-emancipatória

Abstract

The present work was born from a consultation about the use of Electronic Games (JEs) in school, considering that these alarm clocks were a greater interest in students of their musical characteristics. Physical Education has been expanding studies on the use of these technologies and their educational possibilities, since Education and the teaching-learning process undergoes a constant update in the face of technological advances, so that it is expected that there will be an improvement in the quality of the teaching . We highlight the use of JEs due to the fact that children, adolescents and young adults are in permanent contact with this technology. In this sense, a question arises as to how to use JEs in the criticalemancipatory approach for teaching Physical Education content in schools? Having as a general or research objective, as educational possibilities of JEs, through the observation of players and the production of methods about the game and the game, in school situations, in the critical-emancipatory approach. This study is characterized as an experience report with a descriptive qualitative approach. How the study at the State School Enéas Cavalcanti - CearáMirim / RN took place. Involving 6th grade students (2 classes with 37 students per class). Our intervention took place in the III academic year of 2019. Having a total of 20 lessons in the two-month period, each class lasting 50 minutes. Within the scope of School Physical Education, it will be up to us, teachers, to appropriate these tools to dialogue and reflect on the processes formatted in the school and its contents in an integrated way, enabling a strategic pedagogical practice. Everything leads us to believe, motivated by the recognition of pedagogical processes by students and based on the majority of positive comments during the long process, both allowed, without class time, and in a forum, JEs can and should be incorporated naturally into the do pedagogical, as a possibility of expanding the culture of movement. It is not just a matter of repeating actions, but facilitating cognitive advances, implementing the spaces of School Physical Education. Using technologies through JEs, with planning appropriate to the reality of each school and with good theoretical and methodological support for a conscious performance in communicative action, really contributed to the change of scenery in Physical Education classes in that reality. We used a dialogued narrative as a form of expression, as well as to describe, problematize and appreciate the experience that we proposed to present in this research, since it allows us to immerse ourselves in the experience of the personal knowledge of the actors involved. We believe that training, not only for teachers, but for the whole institution, is necessary and should be seen as an endless task, which aims, not only to contemplate the end of a certain story, but a synthesis of itself, so that others may emerge giving continuity to a story that, in reality, is endless.