Jogos digitais e Educação Física: possibilidades para a ressignificação de “não-lugares” da escola

Abstract

The use of digital technologies and games has grown globally, also impacting the school context. However, many Brazilian public schools face difficulties in integrating these tools, especially digital games, added to the lack of infrastructure and suitable spaces for leisure and Physical Education classes. These places, called "Non-Places", places only of passage, are underutilized and lack a pedagogical purpose. This study, with a qualitative approach and Observation-Participant type, investigates how the insertion of digital games in Physical Education and their languages/characteristics can resignify these spaces. Held in a state school in Maceió, Alagoas, with students from the 3º year of elementary school I (8 to 10 years), the study used theoretical-practical classes, field diary, drawings and photographic records to analyze this potential transformation. The research inserted digital games in Physical Education classes, adapting elements of games such as Battle Royale and Open World for practical activities, which generated engagement and creativity. The children also proposed to resignify spaces of the school, such as the interdicted court and a wasteland next to the school, inspired by the games to imagine new uses, creating drawings that reflected these transformations. Therefore, it is concluded that the language of digital games can be included in the school bringing a new meaning to the place, being present in the environments, serving as a memorial for the spaces and providing new experiences and implementations of principles, bringing the perceptivity of belonging and care of students by the school, valuing their areas of coexistence.