Teaching knowledge mobilized in the systematization of content - popular games in reference schools in Arcoverde - PE

• Autor(a) principal: Monteiro, Ytalo Cristiam Barbosa
• Data de Publicação: 2022
• Outros Autores: Carvalho, Aline dos Santos Moreira de, Oliveira, Mateus Pereira de, Jagobucci, Lucélia Aparecida, Lima Neto, Israel Caboclo de, Silva, Diego de Almeida, Silva, Hiago Jean Ferreira da, Albuquerque, Shilton Matias Leal Tavares e
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Research, Society and Development
• Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/28238
• topic: Saberes docentes; Sistematização; Jogos/jogos populares; Cooperação.; Enseñanza del conocimiento; Sistematización; Juegos populares/juegos; Cooperación.; Knowing teachers; Systematization; Games/popular games; Cooperation.

This research brings a discussion around the systematization of the Games/Popular Games content, which in many occasions are not treated in a cooperative perspective, bringing essential elements such as: helping others, solidarity and group work. We propose as a general objective: to analyze the construction of teachers' knowledge when they systematize the content Popular Games in the 1st Year of High School at Reference Schools, in Arcoverde-PE. The research approach was qualitative in nature, based on the concepts of Ethnomethodology. The methodological procedures of the research were an exploratory study based on document analysis and the instrument of the narrative interview. We used as a data analysis technique the thematic analysis of content articulated to the key concepts of Ethnomethodology. In our analyzes we saw that the knowledge of teachers mobilized in the systematization of the content Popular games in reference schools in Arcoverde-PE comes from experiential knowledge, curriculum and professional training. Teachers rescue cultural games, games with toys and classic popular games. However, it was seen in our study that cooperation is really little addressed, only one teacher brings in detail how the issue of competitiveness is worked. We defend that cooperation, this principle should be approached in the 1st year, not as a form of content (Cooperative Games and Competitive Games - in the 2nd year), but as a form of essential element for training, and not embedded in competition.