Os jogos esportivos na Educação Física Escolar: uma proposta construtivista para contextualizar a indisciplina e conflitos nos anos iniciais do ensino fundamental

Abstract

Indiscipline and conflicts in Physical Education are caused by several factors, such as side conversations, arguments, disagreements between colleagues and lack of respect for teachers, which negatively impact the development of classes. In this context, sports games, based on the constructivist approach, applied in the pedagogical practice of students in the initial years of elementary school, can minimize these problems. The constructivist approach values the construction of knowledge through the interaction of students with the environment and with colleagues. The main objective of this research was to investigate how invasion sports games, through a constructivist approach, can be used as a pedagogical tool to deal with the challenges in the initial years of elementary school. The methodology used was action research, with a qualitative approach, carried out at the Dom Pedro II Municipal School, in Matelândia - PR. The research used the following instruments: diagnostic interview with teachers, application of the pedagogical intervention proposal with the use of a field diary and evaluation of the intervention with a final interview with the teachers. Nineteen 5th grade elementary school students participated in the intervention during 16 Physical Education classes on invasion sports games using a constructivist approach. The data obtained were processed and analyzed using the qualitative data analysis technique. The diagnostic interview conducted with the teachers before the intervention identified the main undisciplined behaviors of the 5th grade students, the most frequent being: provocations, conflicts, verbal and physical aggression, and excessive competition. These acts negatively affected the learning environment. The pedagogical intervention, focused on invasion sports games and adopted a constructivist approach, sought to actively involve the students, who, during the activities, modified rules and reflected on the activities and participation. This made them more involved in the teaching-learning process and developed social, cognitive, emotional and motor skills by finding collective solutions to the problems they faced. At the end of the intervention, new interviews with the teachers indicated a significant improvement in the students' behavior, providing a calmer and more favorable environment for learning, promoting greater collaboration among them and more active participation in class decisions. The constructivist approach and the use of invasion sports games proved effective in reducing indiscipline and building a more collaborative environment, stimulating the students' comprehensive development and promoting more cooperative behaviors.