Challenges and possibilities encountered by Physical Education teachers for the inclusion of Electronic Games in their classes

Abstract

It is up to the school, especially the public, to integrate Digital Information and Communication Technologies (DICTs) to compensate for the tremendous social and regional differences caused by unequal access, training and use of these technologies. This article aims to verify the appropriation of DICTs and, more specifically, Electronic Games by Physical Education teachers in their classes. The focus on Electronic Games can be explained by the fact that they are considered the gateway for children and young people into the universe of digital culture. It is qualitative research. Physical Education teachers from the municipal education network of Aparecida de Goiânia–GO participated in the study. Teachers responded to a questionnaire via Google Forms. The data was analyzed using the Content Analysis technique. The main results are: a) the use of DICTs in classes enables experiences that, without their use, would not be possible; b) teachers who have had some cultural experience with Electronic Games recognize remarkable moments of learning; c) the difficulties in including Electronic Games in classes refer to digital resources for practice, their insufficient quantity and/or outdated software and/or inoperative equipment, and the lack of initial and continuing training; d) Electronic Games have been inserted into classes through games on websites, theoretical discussion with digital experimentation, transposition of Electronic Games content to non-digital experiences; e) the experience with Electronic Games has the potential to contribute to several factors linked to the motor, cognitive and social aspects of students.