Banca de DEFESA: ISRAEL DE ARAÚJO DANTAS

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : ISRAEL DE ARAÚJO DANTAS
DATE: 12/06/2023
TIME: 16:00
LOCAL: Sala 02 - DEF
TITLE:

EXPERIENCE OF COOPERATIVE GAMES: A STRATEGY FOR INCLUSION IN PHYSICAL EDUCATION CLASSES IN THE FINAL YEARS OF ELEMENTARY SCHOOL

KEY WORDS:

School Physical Education, Cooperative Games, Inclusion.

PAGES: 76
BIG AREA: Ciências da Saúde
AREA: Educação Física
SUMMARY:

This work has as its theme the Experience of Cooperative Games applied to School Physical Education. Considering the low participation of students in Physical Education classes, especially when they reach the final years of Elementary School, in which exclusion becomes even more noticeable, either because the student does not follow a pattern of movement expected by sports techniques in Physical Education, or difficulty socializing with others in the class. Do you have as a study question how the experience of cooperative games can contribute to the inclusion of students in Physical Education classes, in the final years of Elementary School, regardless of their motor skills? To carry out this study, we developed as a general objective to experience the possibilities of applying Cooperative Games as a methodological strategy for inclusion in Physical Education teaching, in the final years of Elementary School and specifying the following specific objectives for the study: To identify the students' prior knowledge about the cooperative games and exclusion situations present in Physical Education classes; apply a teaching unit on cooperative and semi-cooperative games in two 7th grade classes, aiming to sensitize students to the principles of inclusion; build and apply a cooperative gymkhana between the two groups, collectively, in which the principles of inclusion are present, presenting the meanings of this personal experience of inclusion for each participant. As a theoretical framework, we developed the following items Education, School and School Physical Education, The inclusion process in school Physical Education and the cooperative approach to teaching and Cooperative Games. As methodological aspects, we opted for participant research, we chose two classes of Elementary School in the final years of the Municipal School Deputado Djalma Marinho with 41 students in total, we used the following data collection instruments: two questionnaires with open questions, one at the beginning and another at the end of the teaching unit, application of a didactic unit. Considerations, the vision of inclusion is seen as beauty, as a harmonious feeling, in addition to the friendship that inclusion makes possible.
The concept of exclusion, in the students' view, implies staying out of the game, either because they were excluded by part of the group or by the teacher's own dynamics, which sometimes leads to students' dissatisfaction. Some characteristics of Cooperative Games were presented as the joy of playing without worrying about the result, reinforcing the idea that these games seek to overcome challenges, and the satisfaction of being able to participate. The feeling of welcome, of joy replacing sadness, the feeling that no one is better than anyone, the understanding of the importance of working in a group, and that everyone learns in their own time.

COMMITTEE MEMBERS:
Presidente - 348064 - ELIZABETH JATOBA BEZERRA TINOCO
Interno - 1803456 - TADEU JOAO RIBEIRO BAPTISTA
Externo à Instituição - LUIZ ARTHUR NUNES DA SILVA - IFRN