INDIGENOUS PLAY AS A PEDAGOGICAL PRACTICE: KNOWLEDGE OF ORIGINAL PEOPLES IN THE TEACHING-LEARNING

Abstract

Valuing the knowledge of indigenous peoples is a permanent challenge for Brazilian education, especially given the persistent invisibility of indigenous cultures in the school curriculum, despite legal advances such as Law No. 11,645/2008. In this context, this article aims to analyze a pedagogical experience developed with second-year students of the technical course in Systems Development, which sought to promote the knowledge, appreciation, and experience of traditional indigenous games as an intercultural pedagogical practice. The methodology adopted was based on Problem-Based Learning, involving research, reconstruction, and experience of indigenous games using accessible and reusable materials. The students investigated the origin of the games, the indigenous peoples to which they belong, their regions and languages, culminating in practical presentations and moments of collective interaction. The results showed an expansion of the students' cultural repertoire, deconstruction of stereotypes about indigenous peoples, strengthening of student protagonism, and development of cognitive, socio-emotional, and collaborative skills. Furthermore, the proposal contributed to the articulation between technical training and the human, cultural, and social dimension of education. It is concluded that working with indigenous games constitutes a powerful pedagogical practice for the decolonization of the curriculum, the effective implementation of current educational legislation, and the construction of meaningful, critical learning committed to valuing Brazilian ethnic and cultural diversity.