Jogos e brincadeiras: uma análise entre documentos e a práxis pedagógica

Introduction. Play is central to child development and, in school Physical Education, its appreciation has been increasingly discussed. This study investigates games and play in public schools in Palmas, Tocantins. Methodology. Documentary analysis was conducted (Law of Guidelines and Bases, National Curriculum Parameters, National Common Curriculum Base, Tocantins Curriculum Document, Political-Pedagogical Project) and semi-structured interviews were carried out with two Physical Education teachers from Elementary School II. Results. The study highlighted the relevance of games and play for teaching-learning processes and holistic development. However, although present in curricular guidelines, their approach is often superficial and poorly articulated pedagogically. School Physical Education remains marked by a sport-centered perspective, relegating these practices to a secondary role. Teachers recognize their importance but show conceptual weaknesses and difficulties in articulating these practices with official documents. Discussion. There is an urgent need to expand academic debate and invest in continuing education to qualify teaching practices with games and play, strengthening playfulness in school Physical Education and valuing children’s bodily culture.