This study analyzed forms of social interaction that occur during the practice of children's games. The historical-cultural perspective, especially Vigotski's contributions, was the theoretical framework from which we analyzed social interactions. The experiment, characterized as participative observation, was carried out with children aged nine to 11 years. The proposed mode of conducting the class was of open classes, with efforts to stimulate the children to change the rules of games, through the greatest amount of interaction between them. The data obtained in the work field were categorized into three situational spheres: participation, activity and relationship. The analysis of these spheres suggests that the contact between individuals in an educative environment, in an active and engaged form, produces effective social interactions in the most interesting manner, as it demands attitudes from the students in responding to the problems and divergences that arise between them, many times without adult interference.
Physical education; Social interaction; Internalization