Atividade pedagógica para o componente curricular de educação física com base em jogo eletrônico

Abstract

This research investigates the extraction of ludic elements from electronic games, situated in the perspective of Digital Culture, as a means to motivate Basic Education students to engage in pedagogical activities of the Physical Education curricular component. Its main objective was to build a pedagogical activity using ludic elements extracted from the electronic game Free Fire™, for the curricular component of Physical Education in Elementary School. The theoretical framework is supported by the Social Interactionist Theory (VIGOTSKY, 2007), as well as on the scientific literature related to Digital Culture, having as main authors Lévy (2007; 2010), Castells (1999; 2003) and Lemos (2002; 2004); for the theme of electronic games, the discussion is supported by Prensky (2010), Carvalho (2016) and Guimarães (2009). In view of the conceptual basis, focused on technological issues, these are related to the propositions of the National Common Curricular Base (BRASIL, 2018), with regard to the Physical Education curricular component (DARIDO; SOUZA JÚNIOR, 2007; DAÓLIO, 2018) and, in particular, to corporal practices and their relationship with the theme of games and activities regarding the object of knowledge of electronic games. This is a qualitative research of documentary constitution, which analyzed the Curricular References of the 27 States of Brazil, based on the BNCC and on the literature of the area, still relying on the technique of Content Analysis, with analytical purpose. From the data analysis, 03 categories emerged from the analytical process and were identified, specifically: 01 - Body in motion; 02 - Use of different electronic devices and 03 - Electronic games. The study evidenced the concern of the States in a) providing opportunities for the educational process contemplating the theme of electronic games in Physical Education with the use of ample body movement; b) enabling access to different electronic devices in the school context; c) considering the use of electronic games in student's daily life for the desired pedagogical intention. At last, it is believed that, from the analysis process, based on the emerging categories, the aforementioned proposal of pedagogical activity presents such aspects, because, when approaching the elements of the corporal practices, in particular, and in a more direct way with the categories 01 and 03, it allows us to understand that ludic elements extracted from Free Fire™ electronic game can represent a possibility to motivate and engage students in body practices, in order to relate electronic game elements to broad body movement. [resumo fornecido pelo autor]