Jogos de origem ou descendência indígena e africana na educação física escolar:educação para e nas relações étnico-raciais

Abstract

This present research has the central aims of understanding the educational processes which have developed in a practice of social games that has Indigenous and African origin, or ancestry in the context of an intervention at Physical Education classes, with the student (s) of the fourth year s Public Elementary School located at the city of São Carlos (SP). Hoping somehow to enable and assist in compliance with the Brazilian Law number 10.639/2003 that required the teaching of History and Afro-Brazilian and African Culture, and also Brazilian Law number 11.645/2008 which included Native Cultures and History in Basic Education. We understand Physical Education as well as other curriculum components of basic education can and should include the teaching of History and Afro-Brazilian Culture, Indigenous and African culture enabling appreciation and recognition of Brazilian ethnic and racial diversity. This research development has a qualitative approach with phenomenological approach seeking to understand the phenomenon starting with the gaming experience shared in the intervention. Based on records of field diaries we believe that constant dialogue between educators and students, from the practice of social games that has Indigenous and African origin, or ancestry conducted during Physical Education classes provided the construction of educational processes related to appreciation, knowledge and recognition about Indigenous and African culture encouraging people involved to present their knowledge, discoveries, questions, and curiosities.