Jogos de matrizes Afro-brasileira e Quilombolas nas aulas de Educação Física Escolar: para além das práticas tradicionais

Abstract

This study addresses Afro-Brazilian and quilombola body practices, going beyond traditional approaches. The general objective was to analyze the possibilities and difficulties in including games from Afro-Brazilian and quilombola cultures in Physical Education classes, based on the experiences of teachers from the Regional Education Superintendence of Arraias/TO. In addition, it seeks to develop a training course for these teachers, with the aim of contributing to the appreciation and incorporation of these games in teaching. The research was carried out in state schools under the jurisdiction of the Regional Education Superintendence of the city of Arraias, Tocantins, in the southwest of the state, covering the municipalities of Arraias, Paranã, Aurora, Combinado, Novo Alegre and Lavandeira. The qualitative-quantitative and exploratory approach was chosen, investigating the inclusion of Afro-Brazilian and quilombola games in Physical Education, involving six teachers from the Regional Education Superintendence of Arraias/TO. Data collection included bibliographic research and semi-structured questionnaires, analyzed according to Bardin's methodology (1977). Only tenured teachers were included, in accordance with ethical criteria. The chapter on Legal Bases discusses the main documents that support the implementation of these practices in schools, such as the Federal Constitution of 1988, LDB 9.394/96, Laws 10.639/2003 and 11.645/2008, CNE/CEB Resolution No. 16/2012, BNCC and the Curricular Guidelines of the State of Tocantins. The chapter on the State of the Art presents the bibliography (2013-2023) related to the teaching of Afro-Brazilian and quilombola games, highlighting the construction of the professional identity of teachers and the challenges of implementing these practices. The following section discusses Afro-Brazilian and Quilombola Games in Physical Education Classes for the 1st Year of High School, based on a study conducted in schools in Arraias/TO. A mismatch was noted between legal bases such as Laws 10.639/2003 and 11.645/2011, academic studies and pedagogical practices. Numerous challenges faced by teachers in approaching the topic in the classroom were also observed (academic background, training, theoretical-practical coherence and compliance with national guidelines). On the other hand, despite this limitation, teachers recognize the importance of working on Afro-Brazilian and quilombola culture and are receptive to new learning that contributes to overcoming the existing gaps.