TRADITIONAL GAMES AT SCHOOL: A STUDY ON TEACHER EDUCATION IN LOWER SECONDARY EDUCATION

Abstract

This study analyzes the relationship between teacher education and the use of traditional games as a pedagogical strategy in lower secondary education (Ensino Fundamental II) in the municipality of Concórdia, Santa Catarina, Brazil. It is based on the assumption that initial teacher education directly influences methodological practices developed in the classroom, particularly regarding the incorporation of play as an educational resource. The research is characterized as descriptive, with a mixed-methods (quantitative and qualitative) approach. Data were collected through a structured questionnaire administered to 25 teachers from the municipal school system. The findings reveal a broad appreciation of traditional games among teachers, who recognize them as important or very important in the teaching-learning process. However, although most participants reported having had contact with the topic during their initial training, the approach was predominantly superficial or exclusively theoretical. A gap was therefore identified between the recognition of the importance of play and the pedagogical preparation required for its effective application. The study concludes that strengthening both initial and continuing teacher education, with greater integration between theory and practice, is essential to consolidate traditional games as a legitimate pedagogical language and an effective educational strategy in contemporary schooling.