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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...

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Autor principal: Melo, Helisabety Barros Mendes
Formato: Artigo
Idioma: Português
Publicado em: Universidade Tecnológica Federal do Paraná (UTFPR) 2020
Acesso em linha: http://periodicos.utfpr.edu.br/actio/article/view/10477
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spelling peri-article-104772022-10-18T23:53:39Z Game use as a learning enhancer: a perspective of teachers of basic education Uso do jogo como potencializador da aprendizagem: uma perspectiva de docentes da educação básica Melo, Helisabety Barros Mendes Educação Jogo; Educação; Metodologia; Ensino Game; Education; Methodology; Teaching 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). O presente artigo é um recorte da pesquisa de mestrado desenvolvida no Programa de pós-graduação em Educação em Ciências e Matemática da Universidade Federal de Pernambuco, o trabalho desenvolvido tem como objetivo apresentar a análise sobre a perspectiva de professoras e professores, prioritariamente do Ensino Fundamental, que atuam em escolas da rede pública municipal de Maceió/AL parceiras da Mind Lab na aplicação do Programa MenteInovadora, no sentido de identificarmos se os mesmos têm clareza ou não de como o uso dos jogos enquanto metodologia de ensino podem potencializar o processo de ensino e aprendizagem e favorecer o desenvolvimento de atitudes propícias para aprendizado do seu componente curricular. A partir de uma metodologia de cunho qualitativo, descritiva e de campo, consultamos professoras e professores de diversas áreas do conhecimento na educação básica e constatou-se um esforço por parte destes(as) para a compreensão da importância do papel do jogo no desenvolvimento humano e cognitivo e no equilíbrio psíquico e emocional, tanto nas crianças, como nos adolescentes e jovens; ainda que percebamos uma tendência de vinculação do ato de brincar em sala de aula com a ideia de passatempo, distração. É aludido nas respostas ao questionário aplicado com os(as) docentes, a partir da Análise de Conteúdo em Bardin (2011), que o jogo por si só não garante a aprendizagem, e que o jogo, assim como a brincadeira, deve ser entendido como uma oportunidade de construção de aprendizagem. Nesse contexto, destacaremos aqui, a perspectiva sobre o uso do jogo na educação em autores como Kishimoto (2003 e 2011), Antunes (1998) e Borin (1998). Universidade Tecnológica Federal do Paraná (UTFPR) 2020-04-22 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf http://periodicos.utfpr.edu.br/actio/article/view/10477 10.3895/actio.v5n1.10477 ACTIO: Teaching in Sciences; v. 5, n. 1 (2020); 1-19 ACTIO: Docência em Ciências; v. 5, n. 1 (2020); 1-19 2525-8923 10.3895/actio.v5n1 por http://periodicos.utfpr.edu.br/actio/article/view/10477/7348 Direitos autorais 2020 ACTIO: Docência em Ciências http://creativecommons.org/licenses/by/4.0
institution Universidade Tecnológica Federal do Paraná
collection PERI
language Português
format Artigo
author Melo, Helisabety Barros Mendes
spellingShingle Melo, Helisabety Barros Mendes
Game use as a learning enhancer: a perspective of teachers of basic education
author_sort Melo, Helisabety Barros Mendes
title Game use as a learning enhancer: a perspective of teachers of basic education
title_short Game use as a learning enhancer: a perspective of teachers of basic education
title_full Game use as a learning enhancer: a perspective of teachers of basic education
title_fullStr Game use as a learning enhancer: a perspective of teachers of basic education
title_full_unstemmed Game use as a learning enhancer: a perspective of teachers of basic education
title_sort game use as a learning enhancer: a perspective of teachers of basic education
description 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).
publisher Universidade Tecnológica Federal do Paraná (UTFPR)
publishDate 2020
url http://periodicos.utfpr.edu.br/actio/article/view/10477
_version_ 1805450612477788160
score 10,814766

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