From Eirunepé, Amazonas to the World: A Proposal for Games for Physical Education in Schools

Abstract

This article was to investigate the application of playful practices such as games, brinquedos and bounces in Physical Education classrooms, considering their potential as a pedagogical tool capable of making the educational process more meaningful, inclusive and peaceful for children. A research, based on the National Common Curricular Base (BNCC) and on the theoretical concepts about jumping, adopted a qualitative approach based on research-training. Five recreational activities have been developed that integrate symbolic, motor and socio-emotional aspects, promoting autonomy, creativity and cooperation among students. The results show that play, when intentionally mediated by the teacher, favors more meaningful, inclusive and humanized learning. The game was understood as a pedagogical tool that values ​​the bodily experience and the purpose of learning, overcoming a merely technical or competitive approach. The analysis highlights three main dimensions of educational play: creative and symbolic playfulness, autonomy and active participation, and practical and processual bodily experience. The study reinforces the importance of continued teacher training and the valorization of play in the school curriculum.