Jogos internos no ensino médio: os desafios de uma produção com estudantes de uma escola regular de Fortaleza/CE

Abstract

The research explored the proposition and practice of planning and executing internal school games with the collaboration of students. This dissertation addressed the inadequacy of traditional bodily practices in internal games, which often do not take into account the diversity of students9 interests and abilities, nor do they promote an inclusive pedagogical practice. The general objective was to analyze the construction and implementation of an Internal Games proposal developed in collaboration with high school students. The study was a qualitative and descriptive field research, involving students from the 1st, 2nd and 3rd grades of high school in the morning and afternoon shifts at EEFM Dom Helder Câmara, with a sample of 418 students. The research instruments included a diagnostic questionnaire, an observation script, a field diary and a game evaluation questionnaire, the results of which were analyzed using the categorization technique proposed by Minayo (2007). Data analysis made it possible to evaluate students9 perceptions about internal games, their experiences in sporting activities and the level of participation. The research also sought to understand how the integration of students9 interests in internal game activities can contribute to a more enriching and inclusive educational experience. The results indicated that the inclusion of students in the planning and decision process can increase their participation and satisfaction. The research revealed that although traditional sports still dominate indoor gaming activities, there is a growing interest in alternative practices that reflect a wider range of body culture, such as dance, gymnastics and non-competitive games. The discussion delved deeper into logistical challenges and opportunities for improvement, indicating that effective collaboration between students and educators is decisive for adapting pedagogical practices to students9 contemporary needs. The dissertation concludes that internal games, when aligned with the school9s Pedagogical Political Project and guided by an inclusive and participatory educational approach, not only increase students9 motivation, but also serve as a tool for contextualized Physical Education, modifying the interest, involvement and participation of students in a dynamic space of human formation and social interaction. The resulting educational product was a booklet entitled Our schools Internal Games, a construction carried out by many hands=, which documents the process of construction and elaboration of the experience at school.