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Resumo
A Educação Física escolar constitui um ambiente-chave para o desenvolvimento motor, social e emocional durante a adolescência. Nesse contexto, as estratégias lúdico-motoras podem promover experiências significativas de participação, prazer, cooperação e vínculo interpessoal, dimensões estreitamente associadas ao trabalho em equipe. O objetivo deste estudo foi analisar a relação entre as estratégias lúdico-motoras e o trabalho em equipe em estudantes do Ensino Fundamental II, de 12 a 16 anos, da Unidade Educativa Eugenio Espejo, na cidade de Cuenca, província de Azuay. Realizou-se uma pesquisa quantitativa, não experimental, de corte transversal e escopo descritivo-correlacional. A amostra foi composta por 196 estudantes do oitavo, nono e décimo anos do Ensino Fundamental II. Para a coleta de dados, aplicaram-se uma ficha sociodemográfica, o Questionário para o Estudo de uma Educação Física com Significado (CEEFcS) e o Questionário de Aprendizagem Cooperativa (CAC). Os resultados evidenciaram níveis altos nas estratégias lúdico-motoras percebidas (M = 3,60; DP = 0,81; ? = 0,971) e no trabalho em equipe (M = 3,80; DP = 0,83; ? = 0,952). No CEEFcS, onze dimensões alcançaram nível alto e apenas o estilo docente participativo apresentou nível médio (M = 3,21). No CAC, todas as dimensões situaram-se em nível alto, com destaque para a responsabilidade individual (M = 4,04). Além disso, observaram-se correlações positivas e significativas entre todas as dimensões de ambos os instrumentos (p < 0,001), sendo a associação entre os escores totais a mais elevada (r = 0,769). Conclui-se que os achados evidenciam clara relevância pedagógica.
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