2024-12-032024-12-032022https://repositorio.ifal.edu.br/handle/123456789/789The game is understood as a manifestation of body culture, as well as one of the most used contents in the Physical Education (PE) curriculum component. In addition to developing socio-emotional skills that should be included in 21st century school curricula. The present research was guided by the problem question: how can the conceptions of Physical Education teachers from a Campus of the Federal Institute of Education, Science and Technology of Alagoas about games contribute to the elaboration of a didactic guide based on cooperative games with a socio-emotional focus? Thus, the objective was to investigate the conceptions of Physical Education teachers about games to help the elaboration of a didactic guide on cooperative games with a focus on socio-emotional skills. The research methodology is qualitative action-research type. The research subjects were Physical Education teachers from Integrated High School. The data collection instruments were: documents (Pedagogical Project of the Courses) and semi-structured interviews. To analyze the data, we use the technique of Content Analysis. The analyzes were organized in the following topics 1) PE teachers' conception of games; 2) Development of the Educational Product (Didactic Guide); 3) Evaluation of the Educational Product (EP). The results demonstrate that the teachers' conceptions about cooperative games presented positive results in answers to the guiding questions, in addition, they were fundamental for the elaboration of the NP. The teachers' evaluation of the NP shows that the Didactic Guide can contribute to teaching the values, of democratic social coexistence related to socio-emotional skills such as social awareness, relationship skills, critical-reflective capacity, empathy, respect, expression of emotions and feelings, trust, awareness.ptConcepções dos professores. Jogos Cooperativos. Habilidades Socioemocionais. Educação Física.DissertaçãoCIENCIAS HUMANAS::EDUCACAO