<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062021000100112</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.v31.n.64.s14832</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[EDUCAÇÃO FÍSICA E JOGOS ELETRÔNICOS: UMA PROPOSTA EDUCATIVA PARA AS AULAS]]></article-title>
<article-title xml:lang="en"><![CDATA[PHYSICAL EDUCATION AND ELECTRONIC GAMES: AN EDUCATIONAL PROPOSAL FOR THE CLASSES]]></article-title>
<article-title xml:lang="es"><![CDATA[EDUCACIÓN FÍSICA Y JUEGOS ELECTRÓNICOS: UNA PROPUESTA EDUCATIVA PARA LAS CLASES]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Araújo]]></surname>
<given-names><![CDATA[Javan dos Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Wellington Lins de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Alesandra Araújo deo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[José Carlos dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ribeiro]]></surname>
<given-names><![CDATA[Jhonata de Carvalho]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Brito]]></surname>
<given-names><![CDATA[Aline de Freitas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal do Piauí  ]]></institution>
<addr-line><![CDATA[Teresina Piauí]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Faculdade de Comunicação, Tecnologia e Turismo de Olinda  ]]></institution>
<addr-line><![CDATA[Olinda Pernambuco]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade Federal do Tocantins  ]]></institution>
<addr-line><![CDATA[Tocantinópolis Tocantins]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A04">
<institution><![CDATA[,Universidade Federal do Triângulo Mineiro  ]]></institution>
<addr-line><![CDATA[Uberaba Minas Gerais]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A05">
<institution><![CDATA[,Universidade Federal do Piauí  ]]></institution>
<addr-line><![CDATA[Teresina Piauí]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A06">
<institution><![CDATA[,Universidade de Pernambuco  ]]></institution>
<addr-line><![CDATA[Recife Pernambuco]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<volume>31</volume>
<numero>64</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062021000100112&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062021000100112&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062021000100112&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este estudo verificou se os exergames podem ser considerados uma proposta educativa para a participação dos alunos nas aulas de Educação Física na cidade de Teresina, Piauí. O estudo caracterizou-se como pesquisa-ação assegurada por dados quantitativos e foi realizado com a participação de 22 alunos do 7° ano e 36 do 9° ano de uma escola pública localizada na cidade de Teresina-PI, composto por intervenção em aula e aplicação de questionário não estruturado antes e após a intervenção. A pesquisa aconteceu em três fases: observação e avaliação diagnóstica; planejamento das aulas e intervenção; avaliação das atividades. Após a utilização dos exergames, a estratégia mostrou-se com grande nível de aceitação por parte dos alunos como agente dinamizador e motivador dos conteúdos nas aulas de Educação Física. O trabalho ainda é limitado devido aos poucos estudos encontrados, mas é evidente que os professores precisam estar abertos ao novo e necessitam de capacitações e estudos sobre o uso das tecnologias digitais, pois elas se encontram presentes no dia a dia de muitos dos seus alunos. Os dados do presente estudo demonstram que, em uma escola da cidade de Teresina-PI, os exergames foram responsáveis pelo aumento significativo da participação dos alunos de 7º e 9º anos do ensino fundamental nas aulas de Educação Física. Além disso, os jogos virtuais foram bem aceitos enquanto proposta educativa a ser utilizada durante as aulas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study verified if exergames can be considered as an educational proposal to the participation of students on Physical Education classes. The study was characterized as action research, guaranteed by quantitative data and was carried out with the participation of 22 students from the 7th grade and 36 from the 9th grade of a public school located in the city of Teresina, Piauí,, consisting of classroom intervention and application of a non-structured questionnaire before and after intervention. The research took place in three phases: observation and diagnostic evaluation; lesson planning and intervention; evaluation of activities. After using exergames, the strategy showed a high level of acceptance by the students, as a dynamic and motivating agent for the contents in Physical Education classes. The work is still limited due to the few studies found, but teachers need to be open to the new and need training and studies on the use of digital technologies, as they are present in the daily lives of many of their students. The data from the present study demonstrate that in a school from Teresina-PI, the exergames were responsible for the significative increase of participation of students in Physical Education classes. Furthermore, the virtual games were accepted as educational proposal during classes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio verificó si los exergames pueden ser considerados una propuesta educativa para la participación de los estudiantes en las clases de Educación Física de la ciudad de Teresina, Piauí. ºEl estudio se caracterizó como una investigación de acción garantizada por datos cuantitativos y se llevó a cabo con la participación de 22 estudiantes del 7º año y 36 del 9 año de una escuela pública ubicada en la ciudad de Teresina-PI, que consiste en intervención en la clase y aplicación de un cuestionario no estructurado antes y después de la intervención. La investigación tuvo tres fases: observación y evaluación diagnóstica; planificación de lecciones e intervención; evaluación de actividades. Después de usar los exergames, la estrategia mostró un alto nivel de aceptación por parte de los alumnos como un agente dinámico y motivador para los contenidos en las clases de Educación Física. Los datos del presente estudio demuestran que, en una escuela de la ciudad de Teresina-PI, los exergames fueron responsables del aumento significativo de la participación de los estudiantes de 7º y 9º grado de la escuela primaria en las clases de Educación Física. Además, se aceptaron bien los juegos virtuales como propuesta educativa para ser utilizada durante las clases.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Física]]></kwd>
<kwd lng="pt"><![CDATA[Escola]]></kwd>
<kwd lng="pt"><![CDATA[Jogos de Vídeo]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologia Educacional]]></kwd>
<kwd lng="en"><![CDATA[Physical Education]]></kwd>
<kwd lng="en"><![CDATA[School]]></kwd>
<kwd lng="en"><![CDATA[Videogames]]></kwd>
<kwd lng="en"><![CDATA[Educational Technology]]></kwd>
<kwd lng="es"><![CDATA[Educación Física]]></kwd>
<kwd lng="es"><![CDATA[Escuela]]></kwd>
<kwd lng="es"><![CDATA[Videojuegos]]></kwd>
<kwd lng="es"><![CDATA[Tecnología Educativa]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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