From Alternative to Content: Redefining the Place of Table/Board Games in School Physical Education

Abstract

Board games, often seen only as forms of entertainment, have great potential to contribute to students’ learning and development, especially in Physical Education classes. These games are included in the National Common Curricular Base (BNCC) as part of the pedagogical practices of various subjects, but in practice, their inclusion in the curricular planning of Primary Education teachers is limited. The central objective of this research is to understand how board games are incorporated into the planning of Physical Education teachers in Primary Education. This study aimed to analyze how board games are addressed in the curricular planning of teachers from seven schools in the south of Santa Catarina through an applied questionnaire. The results indicated that although board games are present in schools with various materials available, many teachers do not use them pedagogically, treating them only as leisure activities or as a solution for rainy days or for situations when classes lack organization. However, some teachers recognize the pedagogical potential of board games and use them more intentionally, aiming at the development of cognitive skills, teamwork, and reflection on rules. The study highlights the need for further research on the pedagogical use of board games in Physical Education classes, with the goal of promoting more effective teaching integrated with this content.