Uma autonarrativa sobre os jogos escolares em Vila Rica/MT

Abstract

This dissertation aims to analyze, through a self-narrative, the role of the School Games in the city of Vila Rica, Mato Grosso, aiming to understand how their organization and intentionality impact the development of young people beyond the practical capital associated with the competitions. Through research in indexes, documents, and photos, and based on the self - narrative, to analyze and map the gaps in studies related to the games in Brazil and the region in question, this work encompasses an introduction and justification, a brief history, the organization of the study, the specific objectives, the methodology, the development, and the individual notes, all linked to the central theme. Therefore, this dissertation has a multi- methodological character, being both quantitative and qualitative in nature. This dissertation uses the Critical Documentary method (Bloch, 2001) and bibliometric research (Mugnaini, 2003) to organize our study and adapt our objective. We aimed to map the productions in Brazil, the Central-West Region, and Mato Grosso. To define the categories of analysis, we sought studies that investigated games from a historiographical, critical, and performance-oriented perspective. The "other" category was used for studies that did not fit into any of the three previous categories. The following bibliometric indicators were applied: 1) production rate; 2) citation rate by category of analysis; and 3) citation impact per mapped article. The following indexes were used: Scielo (Scientific Electronic Library Online) and the Capes Journals Portal. Nineteen articles were mapped across the indexes. Based on these results, the articles were analyzed according to the categories. The historical context of Physical Education related to the School Games was presented. Following the first part, using the critical documentary method (Bloch, 2001) and Mugnaini's bibliometric technique (2003), the data were analyzed within the time frame from 2004 to 2024, examining the path followed by Brazilian scientific production related to games in the area of Physical Education, focusing on the Northeast region of Mato Grosso. The second part of the analysis presents a self-narrative (Souza, 2008) with memories of everyday actions of practitioners (Certeau, 1998), through the memories of the narrators' personal and professional lives. These dynamic narratives are in constant reconstitution of the past, relating the present with future perspectives (Abrahão, 2003). We will highlight the movement and history of games, using various sources to discuss the importance of School Games in the schooling process and the challenges this practice creates in everyday school life in Vila Rica, in the Northeast region of Mato Grosso.