Indigenous Toys and Games Workshop at a municipal school in Itatuba-PB

Abstract

Introduction: This study systematizes a pedagogical proposal that approaches the game as a sociocultural constituent, a sign capable of mediating worlds. Objective: to describe an experience that thematized indigenous games as a possibility in the face of hegemonic games in school Physical Education classes. The interventions took place through the Toys and Games Workshop (OBBA), a didactic proposal stemming from the Pedagogy of Corporeality. Methodology: The workshops were mediated for a total audience of 300 elementary school students between April and May 2023, totaling 24 hours of intervention. The methodological approach was inspired by the pedagogical structure of the Corporeality Pedagogy Laboratory Classroom (ALPC), organized into three moments: feeling, reacting, and reflecting. The games chosen for analysis were shuttlecock and the jaguar game, as they represent indigenous culture, focusing on the understanding and interpretation of the workshop participants. Results and discussion: As a result, the students' game culture collection was expanded, as they became involved in the construction of toys and the experience of indigenous play. The main effect of the experience highlighted was the desire to understand indigenous culture, recognizing through the game's language a conflict of hegemony tending to neglect ancestral cultures. It was possible to notice the desire to understand the culture of the games, despite the existing linguistic conflict, since the dominant language tends to neglect ancestral cultures. Conclusion: We conclude that it is possible, through OBBA, to promote knowledge of indigenous culture in the educational environment, highlighting the motor and cognitive richness of its games. Thus valuing of its ethnic elements which are essential to the construction of Brazil's identity and going beyond the dominant Eurocentric content within the school.