A brincadeira/brincar problematizada e fundamentada em periódicos científicos da Educação Física no período de 2014 a 2019

Abstract

This work analyzes how the play is problematized and based on scientific production in periodicals linked to Physical Education in the School from 2014 to 2019. It was a bibliographic research, based on historical-cultural psychology and historical pedagogycritical. We use the keywords "playing" and "playing" to search for articles in the magazines Motrivivência, Movimento, Pensar a Prática and in the Revista Brasileira de Ciências do Esporte. After searching and reading the abstracts, we selected 18 articles for analysis from the categories: conception of child and / or childhood and conception of play. In the first category, we highlight two trends: one addressing child development and development based on social relationships with adults and the social environment, and the other, comprising the child's education related to a free and spontaneous being. Linked to these conceptions, we find in the second category, respectively, the perspective of games and playing developed with the mediation of adults, diverging from the perspective of essentially free and spontaneous playing. It is concluded that these two trends provide different guidelines for the organization of pedagogical work in Physical Education, school education and teacher training: the first highlights the role of the teacher and teaching, and the second, relativizes them. We position ourselves by the conception of a child as a historical-social being whose development depends on the interactions established in society. Games are elements that allow the appropriation of culture, therefore, effective and essential elements for child development, with emphasis on the mediation of adults (teachers).