“VIVENDO E APRENDENDO A JOGAR”: IMPLICAÇÕES EPISTEMOLÓGICAS E AS RACIONALIDADES DO JOGO NO CAMPO DA FORMAÇÃO DE PROFESSORES DE EDUCAÇÃO FÍSICA

The study aimed to analyze and comprehend the relationship between the phenomenon of the game and its interfaces with the field of teacher education in relation to different rationalities that affect its teaching and training and the possibilities linked to the paradigm of the epistemology of practice during this process. For this, the work was divided into three items: the first refers to the understanding of the training processes in Physical Education and its rationales; the second is related to the comprehension of games within the limits of the application perspective; the third is linked to the investigation of the ways in which games are appropriated at school and their consequences. It is concluded that the transformation of the utilitarian view of games from the consolidation of the complexity paradigm translates into the eminence of training processes that supplant the application logic based on the challenges of founding the epistemology of practice paradigm and its adjacent rationality.