O ensino de brincadeiras e jogos dos povos indígenas Apinajé

Abstract

The research titled "The Teaching of Games and Play of the Apinajé Indigenous People" investigated the games and play activities of the Apinajé Indigenous People and selected some of them for the creation of a handbook. This topic is one of the knowledge objects present in the Base Nacional Comum Curricular (BNCC) for the Early Years of Elementary Education. The main objective was to understand how teachers in the municipal school network of Tocantinópolis/TO are incorporating Indigenous-based games and play activities in schools. The research was structured into three articles. The first article analyzed academic and scientific production related to Indigenous-based games and play. The selection of articles followed a systematic integrative literature review approach, searching through the CAPES Thesis and Dissertation Catalog, SCIELO, Physical Education journals, and Google Scholar, applying filters for renowned journals in the field. Fifteen articles were selected, addressing these knowledge objects as a means of preserving the traditional body culture of Indigenous peoples and fostering intercultural education. Based on the data presented and the analysis of the selected articles, it was found that these games and play activities from different ethnic groups contribute to the re-signification and appreciation of this culture. The second article investigated the games and play activities of the Apinajé Indigenous People to understand their cultural significance and how they are transmitted across generations. The research adopted a qualitative approach, using semi-structured interviews with community members and field diary records. The results highlighted that despite contemporary influences, such as the increasing presence of technology and the growing popularity of soccer in villages, traditional playful practices continue to be valued and passed down. It was concluded that, even amid socio-cultural transformations, the playful culture of the Apinajé remains alive and re-signified, reaffirming the importance of these practices for preserving collective memory and the intangible heritage of this people. The third article describes the process of developing the handbook "The Teaching of Games and Play of the Apinajé Indigenous People," created as part of the Professional Master's Degree in School Physical Education (PROEF). The handbook was designed as a practical tool for teachers in the municipal school network, aiming to integrate traditional Apinajé games and play activities into the school curriculum, promoting intercultural and inclusive education. The methodology adopted included qualitative research, a literature review, semi-structured interviews, and participatory workshops with teachers and Indigenous representatives. Ten traditional games and play activities were identified and adapted to the school context by simplifying rules and using alternative materials. The handbook was structured into four sections: introduction, games and play activities, pedagogical activities, and references. The expectation is that this material will inspire more inclusive teaching practices, contributing to the development of students who are more aware and respectful of cultural diversity. The dissertation concluded that incorporating these games and play activities into the school environment can foster intercultural education by valuing the culture of Indigenous peoples and promoting inclusion through diversity.