Metodologias ativas e as tecnologias de informação e comunicação nas práticas pedagógicas: aprendizagem baseada em jogos
This research aimed to analyze games with QR Code using ICTs and active methodologies as pedagogical resources in the teaching-learning process. This qualitative research of bibliographic nature was based on readings of some works by Gomes (2007), Papert (1994) in addition to searches on the interne...
| Autor principal: | Simões, Juliana |
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| Formato: | Trabalho de Conclusão de Curso (Especialização) |
| Idioma: | Português Inglês |
| Publicado em: |
Universidade Tecnológica Federal do Paraná
2021
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| Assuntos: | |
| Acesso em linha: |
http://repositorio.utfpr.edu.br/jspui/handle/1/24321 |
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| Resumo: |
This research aimed to analyze games with QR Code using ICTs and active methodologies as pedagogical resources in the teaching-learning process. This qualitative research of bibliographic nature was based on readings of some works by Gomes (2007), Papert (1994) in addition to searches on the internet identifying examples of the use of games linked to technology. To support this, authors like Silva (2012), Oliveira; Moura (2015), Moran (2000), Vygotski (2002), Costa (2018), were used as a theoretical contribution. The results found were inspiring, as it was evident the students’ involvement with the activities, and thus the gain in their learning was high. Using several examples of games, the QR code was highlighted by the possibility of creating several interesting activities to work on, especially with teenagers. The teacher faces a great challenge, as they need to master the technology that they intend to insert in their pedagogical practice, in order to be able to use it with a certain domain, since their students are digital natives. In view of this need, many teachers are opposed to the idea of inserting technologies in their pedagogical practices. However, teachers who choose to differentiate and diversify their classes seek learning even through interaction and exchange with the students themselves. |
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