El juego lúdico como apoyo para el trabajo en equipo y la integración de curso, una propuesta en el área de educación física

Abstract

The present work is a qualitative ethnographic research exercise that deals with relationships, forms of play and teamwork. This inquiry has been achieved by observing the use that a teacher graduated from the Libertadores University Foundation made of the game in her Physical Education class between the eighth and ninth month of the year 2017. In this sense, this investigation starts from a brief conceptual review of ideas about movement, intention, body, motor skills and corporeality as cultural and social constructions, where play and teamwork are disrupted in the formative intentions of the teacher; reading that was achieved by some postulates of the theory of human motor skills, sociology, anthropology on the spot on the game, and other views of physical education. Subsequently, the methodological process that is governed by the historical hermeneutical paradigm and the ethnographic method is presented, from which non-participant observations and participant observations recorded in intensive field journals were made, these records were filtered in field journal reports that eventually they were coded; also some informal conversations were made that were included in the diaries as an observation. In the presentation of the results, the process of coding the reports of field journals, the grouping of codes and their discrimination for the teaching and student cases, definition by means of the categories, and interpretation of the codes grouped in function of the categories and the cases already mentioned before the game and teamwork. Finally the conclusions are presented highlighting the orientation of the teacher and the team work of the students, using the demonstrations of the game with the students after the previous explanation of these activities.