The present study aims to analyze the didactic-pedagogical contributions that electronic games can provide to Physical Education classes in elementary school II, in a public school of integral education in the city of Tocantinópolis -TO. For this, a qualitative research was carried out, using the action research method. The theoretical and conceptual contribution was supported by articles that emerged from a systematic review in eight journals in the field of Physical Education between 2009-2018, reaching the final sampling of 26 articles concerning the evoked theme. The field research consisted of two phases, the first one mapping the physical and pedagogical structure of the school listed for the study, and the second, consisting of a block of five pedagogical interventions that addressed the electronic games, besides the relations between the “virtual” and “real” world promoted in everydaylife, inside and outside the school. The research techniques used were the participant observation of the school routine and the drawings produced by the subjects under the proposed theme “My relationship with the media”. The classes were held in a 6th grade class, with 25 students (14 girls and 11 boys), aged 10 to 14 years. The data analysis was conceived from the intersection between the researcher's gaze, the literature and the content produced in the field. Some themes were raised during the interventions such as: sport, violence and gender issues. In the end, it was realized that electronic games can be great allies to the process of teaching and learning in school physical education, especially by helping to understand the boundaries between the "real" and the "virtual".
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