Jogos e brincadeiras na escola: vivências para inclusão de estudantes de matrizes indígenas

Abstract

This dissertation presents a qualitative, descriptive, and exploratory approach, based on action research methodology, whose objective was to understand the meanings attributed by Indigenous students to the games and activities they experience during Physical Education classes at a public school in the state of Pernambuco. The guiding question for this study is: What meanings do Indigenous students attribute to the games and activities they experience at school during Physical Education classes? Twenty male and female students, aged 11 to 15, enrolled in 6th through 9th grades of Elementary School II and High School at the São Francisco Reference School for Elementary and High School, located in the municipality of Petrolândia, Pernambuco state, participated in the study. The students belong to five Indigenous ethnic groups: Pankararu, Kapinawá, Atikum, Kambiwá, and Xukuru do Ororubá. The data collection instruments employed were semi-structured interviews and direct observation with field diary entries. Data analysis was conducted using content analysis, adopting emergent categorization as a criterion, constructed from students' statements, grouping them into categories developed a posteriori. The results revealed that, although many students have difficulty conceptually defining the terms "game" and "play," they recognize, practice, and attribute value to the playful experiences typical of their communities. It was concluded that the use of these practices in the educational context not only favors the development of motor skills and social formations, but also consolidates itself as a powerful methodological strategy for inclusion, intercultural dialogue, valuing diversity, and building a more just, plural, and representative education.