TRADITIONAL GAMES IN THE SCHOOL CONTEXT: TEACHERS’ PERCEPTIONS IN CONCÓRDIA, SANTA CATARINA, BRAZIL

Abstract

This study investigates teachers’ perceptions of traditional games in the school context of the municipality of Concórdia, Santa Catarina, understanding them as fundamental elements of children’s culture and the educational process. The research adopts a mixed-methods approach, using questionnaires applied to Basic Education teachers, aiming to identify how these practices are understood, valued, and incorporated into daily school life. The results indicate that traditional games are recognized as relevant pedagogical strategies for children’s social, cognitive, and emotional development, as well as for preserving culture and strengthening interactions within the school environment. However, challenges related to lack of time, curricular organization, and the need for continuing teacher education to expand these practices were also identified. It is concluded that valuing traditional games in the school context requires pedagogical intentionality, institutional support, and articulation with the curriculum in order to promote meaningful learning.