Possibilidades didático-pedagógicas para o ensino do xadrez na Educação Física: uma experiência com a sala de aula invertida no agreste pernambucano

Abstract

The game of chess is well-known and widely practiced worldwide, including in the school environment. In this context, this study aimed to examine, analyze, and reflect on the use of chess in Physical Education classes with a 6th-grade class from the Senador Paulo Guerra School in the Agreste region of Pernambuco, Brazil. The research is qualitative in nature and employed Laurence Bardin's content analysis technique. The study followed the stages of planning, ethical authorization, organization, and application of a pedagogical sequence consisting of 16 classes due to the school calendar, articulated with the flipped classroom model. These lessons were structured around the flipped classroom model. Resources such as the website lichess.org, video lessons, WhatsApp groups, in-person classes, and remote sessions were utilized. Data collection instruments included semi-structured interviews, participant observation, and the researcher-teacher’s field journal. Content analysis was conducted through exhaustive reading of the data, coding, and thematic categorization, enabling the reconstruction of the meanings attributed by the students and the teacher to the chess teaching process. The main results indicated that the use of the flipped classroom model enhanced students' interest and autonomy, facilitated the learning of chess concepts and practices, and contributed to socialization as well as the development of cognitive and socio-emotional skills. The study suggests that the flipped classroom model, combined with digital resources, can be a viable and innovative alternative for teaching chess in Physical Education classes, promoting the democratization of knowledge historically marginalized in this curricular component.