Políticas públicas e práticas pedagógicas: o lugar dos jogos eletrônicos na educação física inclusiva

Abstract

This study analyzes how the Brazilian National Common Core Curriculum (BNCC) and the Fortaleza Curriculum Reference Document (DCRFor) articulate electronic games, inclusion, and school Physical Education, in dialogue with scientific literature in the field. This is a qualitative, bibliographic, documentary, and exploratory study. The bibliographic search was structured around academic databases and portals using descriptors related to electronic games, school Physical Education, inclusion, digital technologies, and exergames, complemented by reference works. Documentary analysis focused on the BNCC and DCRFor and used thematic categories derived from the research problem and objective. Findings indicate progress in the curricular recognition of digital culture, but also show different levels of detail and few specific guidelines for turning electronic games into inclusive learning experiences. As a contribution, the study proposes an analytical matrix with four dimensions for pedagogical planning and evaluation: access, participation, mediation, and learning. It concludes that digital inclusion in Physical Education requires articulation among curriculum, access conditions, teacher mediation, and observable criteria of participation and learning.