Vivência dos jogos cooperativos: uma estratégia de inclusão nas aulas de educação física do Ensino Fundamental II

Abstract

This work has as its theme the Experience of Cooperative Games applied to School Physical Education. Considering the low adherence of students in Physical Education classes, especially when they arrive in the final years of elementary school, in which the exclusion becomes even more noticeable, either because the student does not follow a movement pattern expected by sports techniques in Physical Education, or difficulty in socializing with the rest of the class. Its study question is how the experience of cooperative games can contribute to the inclusion of students in Physical Education classes in the final years of elementary school, regardless of their motor skills? To carry out this study we elaborated as a general objective to experience the possibilities of application of the Cooperative Games as a methodological strategy of inclusion in the teaching in Physical Education, in the final years of Elementary School and specifying the study the following specific objectives: To identify the previous knowledge of the students about the cooperative games and the situations of exclusion present in the classes of Physical Education; apply a teaching unit on cooperative and semi-cooperative games in two classes of 7th grade, aiming to sensitize students about the principles of inclusion; build and apply a cooperative gymkhana between the two classes, collectively, in which the principles of inclusion are present, presenting the meanings of this personal experience of inclusion for each participant. As a theoretical framework we developed the following items Education, School and School Physical Education, The process of inclusion in school Physical Education and the cooperative approach to teaching and the Cooperative Games. As methodological aspects we opted for the research participants, we chose two classes of Elementary School final years of the Municipal School Deputy Djalma Marinho 7th year A with 20 students and B 21 students, 41 students in total, we used the following data collection instruments two questionnaires with open questions, one at the beginning and another at the end of the teaching unit, application of a didactic unit. As final considerations, the vision of inclusion is seen as beauty, as a harmonious feeling, in addition to the friendship that inclusion enables. The concept of exclusion, in the students' view, implies being left out of the game, either because it has been excluded by the group or by the teacher's own dynamics, which sometimes leads to student dissatisfaction. Some characteristics of the Cooperative Games were presented as the joy of playing without worrying about the result, reinforcing the idea, that these games seek to overcome challenges, and the satisfaction of being able to participate. The feeling of welcome, of joy replacing sadness, the feeling that no one is better than anyone, the understanding of the importance of working in a group, and that everyone learns in their time