African-origin games as an anti-racist pedagogical practice

Abstract

This study analyzed the contributions of games of African origin to the promotion of anti-racist pedagogical practices in school Physical Education, through a narrative literature review with a qualitative approach. The bibliographic survey was conducted in the Google Scholar, SciELO, and CAPES Periodicals Portal databases, using the descriptors school Physical Education, structural racism, anti-racist education, African games, and cultural diversity. Based on a critical and interdisciplinary perspective, the analysis understood the school as a space for civic education and confronting ethnic-racial inequalities. The literature analyzed shows that structural racism also manifests itself in the school environment, negatively impacting Black students. In this context, games such as Ampe, Terra e Mar, Mamba, and Pegue a Cauda present pedagogical potential to stimulate cooperation, respect for differences, and collective participation. Mediated by TGfU (Traditional Games for the University of São Paulo), they favor student protagonism, the development of social, emotional, and cultural competencies, and the implementation of Law No. 10.639/2003.