O jogo como conteúdo da Educação Física no Ensino Superior: análise a partir dos currículos das Universidades Federais do Rio Grande do Sul

Abstract

This dissertation, linked to the line of research “Memory, Culture, and Society” in the Post-Graduate Program of Physical Education at the Federal University of Pelotas, had the objective to understand the game as content in Physical Education in Higher Education based on the analysis of the curriculums of the Federal Universities of Rio Grande do Sul, as well as to understand the behavior of the professors that are responsible for the courses that include this content. Consequently, the Educational Projects (PPC in Portuguese), the curriculums and the course outlines of the Physical Education program were analyzed. Furthermore, we conducted semi-structured interviews with the professors responsible for the courses in which the “game” content is proposed. We adopted the analysis of content according to Bardin (1977) as an interpretive method. The findings of the investigation show that the “game” content is contemplated in the curriculums, generally, in a required course in the first four semesters with a workload of 30 to 60 ours. However, the difference between what is proposed in the PPC (Educational Projects) and what actually occurs in the curriculums is notorious, certain areas of knowledge are given priority and game content is considered part of the world of children. Furthermore, we observed that the commitment of the professors to their courses, the participation in the management of the Educational Projects (PPC), knowledge of the theoretical-methodological approaches, and the construction of a solid theoretical base in the course contents, are the means for the “game” content to be appropriated by the Physical Education program.