Jogos cooperativos enquanto intervenção pedagógica: relato de experiência a partir da unidade temática jogos e brincadeiras

Abstract

Physical Education has made significant advances since the redemocratization of Brazil in the 1980s, developing several approaches and theories such as Developmentalist, Interactionist-Constructivist, Critical Overcoming, Critical Emancipatory, Psychomotricity, Humanist and Cooperative Games. This study aims to analyze the planned Physical Education classes, focusing on cooperative games as a pedagogical intervention in the thematic unit games and games. The research has a qualitative-descriptive character, with the characteristic of an experience report, from the application of 6 classes, with a focus on cooperative games, carried out in a class of the 6th year of Elementary School, belonging to a school in Public Network of the Municipality of Fortaleza. The research participants are 35 students regularly enrolled in that series. The instrument used in the research was the field diary, filled in for each Physical Education class, in an intervention period of 6 classes. The study resulted in dialogues based on the experience report, which made it possible to reflect our teaching action and the participation of students in the construction of a pedagogical proposal aimed at education as a right, which includes cooperation, inclusion in the teaching/ student action and fraternity, even in the face of all the complexity of educational issues present in our school routine. It was possible to understand the games and popular games as a cultural manifestation, to discuss the “violent games”, to reflect the conflicts that arose during the classes with the possible solutions and to debate about the gender issue. We conclude that the research promoted by the Programa Profissional de Mestrado provided, through the methodology of cooperative games, the identification of the teaching/student potential, with the classes contributing to the generation of new objects of knowledge. Therefore, the entire path traveled with commitment was based on my pedagogical performance, bringing developments in the construction of knowledge with a social gain for school and society, which expects quality education as a right, as well as instigating the possibility of continuity of studies based on cooperation as a learning tool within the school context.