Game use as a learning enhancer: a perspective of teachers of basic education
This article is an excerpt of the master's research developed in the Graduate Program in Education in Science and Mathematics of the Federal University of Pernambuco, the work developed aims to present the analysis from the perspective of teachers, primarily in Elementary Education , who work i...
| Autor principal: | Melo, Helisabety Barros Mendes |
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| Formato: | Artigo |
| Idioma: | Português |
| Publicado em: |
Universidade Tecnológica Federal do Paraná (UTFPR)
2020
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| Acesso em linha: |
http://periodicos.utfpr.edu.br/actio/article/view/10477 |
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| Resumo: |
This article is an excerpt of the master's research developed in the Graduate Program in Education in Science and Mathematics of the Federal University of Pernambuco, the work developed aims to present the analysis from the perspective of teachers, primarily in Elementary Education , who work in schools in the municipal public schools of Maceió/AL that are partners of Mind Lab in the application of the MenteInovadora Program, in order to identify whether they are clear or not on how the use of games as a teaching methodology can enhance the teaching process and learning and favor the development of favorable attitudes for learning its curricular component. Based on a qualitative, descriptive and field methodology, we consulted teachers and professors from different areas of knowledge in basic education and there was an effort on their part to understand the importance of the role of the game in human development cognitive and psychological and emotional balance, both in children, adolescents and young people; although we perceive a tendency to link the act of playing in the classroom with the idea of hobby, distraction. It is mentioned in the answers to the questionnaire applied with the teachers, from the Content Analysis in Bardin (2011), that the game itself does not guarantee learning, and that the game, as well as the play, must be understood as an opportunity to build learning. In this context, we will highlight here the perspective on the use of games in education by authors such as Kishimoto (2003 and 2011), Antunes (1998) and Borin (1998). |
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