Jogos e brincadeiras de matrizes africanas e afro-brasileiras: possibilidades para o trabalho interdisciplinar dos (as) professores (as) dos anos iniciais do ensino fundamental

Abstract

This study aimed to analyze how games and play activities of African and Afro-Brazilian origins are developed, from an interdisciplinary perspective, by teachers of the early years of Elementary Education in a municipal public school in Floriano/Piauí. As specific objectives, it sought to: i) understand games and play activities of African and Afro-Brazilian origins and their relationship with the context of ethnic-racial relations in school; ii) identify which games and play activities of this cultural matrix have been developed by teachers in the early years; iii) relate the use of these playful practices to the interdisciplinary approaches adopted by teachers; and iv) elaborate a Teacher Training Guide with didactic sequences that present possibilities for interdisciplinary work with such cultural manifestations in the school context. The theoretical framework is based on studies that discuss interdisciplinarity, playful culture, teacher education and ethnic-racial relations, dialoguing with authors such as Gomes (2003, 2012, 2017), Munanga (2005, 2009, 2019), Cunha (2020, 2016), Kishimoto (2010, 2011), Bezerra and Coutinho (2024), Nóvoa (1992), Freire (1996), Frigotto (2008), Thiesen (2008) and Fazenda (1996, 2011, 2015), among others, who contribute to the understanding of education from a critical, inclusive and decolonial perspective. This is a qualitative research of a descriptive nature, configured as a field study. The locus of the investigation was a municipal public school in Floriano-PI, with the participation of five teachers from the early years of Elementary Education. As methodological procedures, non-participant observation and semi-structured interviews were used. The organization and analysis of the data were carried out based on the content analysis technique proposed by Bardin, allowing the construction of thematic categories from the speeches and observed practices. As a Technical-Technological Product resulting from the investigation, a Teacher Training Guide was elaborated containing didactic sequences aimed at interdisciplinary work with games and play activities of African and Afro-Brazilian origins in the early years of Elementary Education. The material proposes pedagogical strategies that articulate playfulness, cultural appreciation and curricular integration, contributing to the implementation of education for ethnic-racial relations in the school daily life. The results showed that the approach to African and Afro-Brazilian culture in school occurs predominantly in a punctual manner and linked to commemorative dates, without systematic integration into the curriculum. The absence of consolidated interdisciplinary practices that incorporate Afro-Brazilian playfulness into regular pedagogical planning was observed. Among the main challenges pointed out by the participants are the insufficiency of initial and continuing education on the theme, the lack of adequate teaching materials and the absence of structured pedagogical projects that promote the critical and permanent insertion of these cultural manifestations. It is expected that the results contribute to the (re)thinking of teachers' knowledge, strengthening pedagogical practices committed to the appreciation of Afro-descendant culture, respect for diversity and the promotion of more equitable ethnic-racial relations. In addition, it is intended to foster dialogue around a decolonial curriculum that recognizes and integrates, in an interdisciplinary way, African and Afro-Brazilian culture into the teaching and learning process in the early years of Elementary Education.