A organização do ensino dos jogos nos anos iniciais da educação física: proposições a partir da sequência denominada MovLudus

Abstract

This study aimed to contribute to the development of play in school Physical Education in the early years of Elementary School, focusing on expanding children’s repertoire of motor actions and improving game reading and decision-making. The research was conducted in a public municipal school in the city of Nerópolis, Goiás, Brazil, with a 4th-grade class composed of 27 students, of whom two girls did not participate in any of the lessons and were therefore considered absent from the analysis. For this context, an eight-lesson pedagogical sequence called MovLudus was planned and developed within the school routine. The lessons were organized around different categories of games involving interaction between opponents, including chase games, field-and-bat games, net/wall games, invasion games, and collective game creation, enabling experiences of participation, collective organization, rule negotiation, decision-making, and authorship within playful practices. Data were produced through field diaries written after each lesson, lesson records, and conversation circles with the children. The analysis followed a qualitative interpretive approach, centered on understanding the processes experienced throughout the sequence. From this process, three analytical categories were constructed: understanding the game and building decisions in playful situations; collective organization, cooperation, and negotiation in the game; and authorship, creation, and production of meaning in the game. The results indicated that, throughout the MovLudus proposal, the children came to understand the functioning of the activities more consistently, adjusting rules, reorganizing actions in space, and making more situated decisions in collective games. Advances were also observed in the collective organization of actions, cooperation, rule negotiation, and the production of children’s own game proposals, especially in the final lessons, when students assumed greater protagonism in adapting and creating activities. It is concluded that play, when systematically organized and mediated through the group’s experiences, can foster bodily, relational, and reflective learning, contributing to more meaningful practices in school Physical Education. Keywords: School Physical Education.