Liames contextuais e epistemológicos entre o jogo e a educação física escolar.

Abstract

This is a theoretical essay in which the objective went to debate the status of the Play for Physical Education. To this end, a brief historical contextualization was carried out, in relation to the emergence of teaching propositions resulting from the epistemological crisis that occurred from the 1970s onwards. They are pedagogical propositions whose contents have specific characteristics and particularities, typical of their historical and epistemological constitution. However, it can be noted that there is a kind of “accordant” element within these different trends, if not all, in most, namely: the play. Nevertheless, identifying it as a univocal element among them, in spite of supposing a certain elucidation, does not in itself become a formative prerogative, since it does not guarantee a conception elaborated your about it. Nor does it guarantee its effects for teaching, which is why we undertook the realization of this article, just like the thematic dossier that deals with this theme, in order to promote the resizing of the epistemological status of the Game within Physical Education.