Navegando por Assunto "Brincar"

Agora exibindo 1 - 3 de 3

Acesso aberto (Open Access)
Brinquedos e brincar na vida de mulheres educadoras negras
(Universidade Federal do Pará, 2015-12) CASTELAR, Marilda; LEMOS, Flávia Cristina Silveira; KHOURI, Jamille Georges Reis; ANDRADE, Thaís
This article discusses the play and the toy in the constitution of black women by school education practices, basic education, public and private. School practices should examine the production and reproduction of behavioral and aesthetic standards, which operate negative discrimination of gender relations and racial. In the survey were used as methodological resources: the oral history through life stories and recorded and transcribed interviews with eight women, African teachers in Salvador (BA). It was conducted literature and literature review. Analyses were performed by the content analysis, from the following categories: memories, relationships with current and professional practices related to gender and racism at school. The toy and the game appeared as racism analyzers and gender stereotypes in education, resulting in the suffering of children. Curriculum adaptation is suggested in schoolwork, considering the promotion of educational equity.
Acesso aberto (Open Access)
Cultura, cotidiano quilombola e o brincar de crianças ribeirinhas de Abaetetuba-PA
(Universidade Federal do Pará, 2015-06) POJO, Eliana Campos; BARRETO, Josilene Ferreira
This text is part of the research carried out by means of the methodological intervention project called Integrating Knowledge and Learning: an educational experience in the rst Maroon school Abaetetuba-PA, developed by Study Group and Research, Society, State and Education – GEPESEED, with re ections involving the following dimensions: maroon culture, everyday life and play riverine children Low – Itacuruçá river, this city. ! e aim was to discuss the Maroon culture from the games of children and routine, and attempting senses and meanings as cultural dynamics and its importance to the community’s identity. ! e research focused ethnographic studies placing the observational, participatory nature of dense knowledge of the community, where monitoring of children’s play, the dialogue with conversations among children and adults, the production of workshops involving children and also observation of social practices of the place in general. We noted that the study allowed understanding children as agents producing culture, as citizens interacting in many productive ways, either by interaction with adults, learning, for example, the production of our, planting the garden, or in relation with other children and learning new tricks with his parents and changing everyday experiences to focus existence and transforming the culture itself.
Acesso aberto (Open Access)
Efeito da utilização de jogos como intervenção lúdica no rendimento escolar: uma revisão integrativa
(Universidade Federal do Pará, 2017) TSUTSUMI, Myenne Mieko Ayres; JUNIOR, Mauro Dias Silva; http://lattes.cnpq.br/2665950726942083; https://orcid.org/0000-0001-8544-4468; GOULART, Paulo Roney Kilpp; http://lattes.cnpq.br/7800966999068746
A previous survey found that there are a considerable number of publications reporting the use of games as an effective method in educational context. However, the data that justify pedagogical practices need to be organized. The objectives of the present study were to perform an integrative review, which was divided into two parts: 1) systematic review of the literature on empirical research that investigated the effects of game play as a strategy for playful intervention in school performance and 2) discussion of as two behavioral sciences (i.e., Behavior Analysis and Ethology) with distinct, but complementary explanatory models may contribute to educational planning based on play behavior. In the systematic review we included empirical articles and/or experience/case reports describing the use of games as an intervention method for teaching formal school content; which were published in indexed journals; that mentioned or contained the previously defined keywords; and were published in English or Portuguese from January 2006 to December 2016. Two judges were responsible for collecting data and evaluating the relevance of articles in relation to inclusion criteria. Altogether, 141 articles were found, but only 19 were considered adequate to the criteria. It was found that children were the main participants; that electronic games were the most used; that mathematics was the discipline that concentrates the greatest number of studies; and that the use of games had the effect of improving students' academic performance. These results shed light on three important issues: 1) the need to include playful events in the context of teaching, planning and programming of learning making it meaningful for the student and the teacher; 2) to emphasize the importance of education as part of the scientific interests and, especially, of the behavioral sciences, since this way there will be collection and evaluation of evidences that support pedagogical methods and decisions; and 3) the integration between the contributions of Behavior Analysis and Ethology can help not only to understand the effect of games on learning but also to collaborate in alternative educational.