What was once hardly even considered has become a possibility: games in the final years of elementary school

Abstract

In defense of the thematization of games in Physical Education classes in the final years of elementary school, the present study aims to analyze a teaching proposal inspired by the perspective of Cultural Physical Education. The research, of a qualitative nature, inspired by participant-research, was guided by the development of a didactic unit about games. Data were collected through two questionnaires to students and the production of class diaries. The data initially revealed the identification of sports predominance and the precariousness of the curricular organization. Throughout the process, there was a change in the look at the theme with reflections and experiences on its conceptualization, appreciation of the students' productions and access to other cultural perspectives. What was not even thought of before, became a possibility of confrontation with hegemonic narratives, marking reflections on cultural belonging to the community's games.