Navegando por Assunto "Jogo de cartas"

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Acesso aberto (Open Access)
Ciência com cartas: refletindo sobre a importância do diálogo entre ciência e sociedade com alunos de graduação
(Universidade Federal do Pará, 2021-08-23) GUEDES, Suelen Miyuki Alves; ELIASQUEVICI, Marianne Kogut
From the discussions about science raised by Sala (1974), Auler (2007), Morin (1999, 2003) and Santos (1999, 1989, 2008, 2011), we have reflected that a greater approximation and dialog between science and society is necessary. This is because, historically, scientific knowledge has been constituted separately from both the society and other forms of knowledge, which caused some barriers that have persisted until today, such as the fact that science is considered hermetic and far from the everyday life. From the perspective of science defended by Morin (1999, 2003) and Santos (1999, 1989, 2008, 2011), which states that the construction of knowledge needs to consider the interaction between the individuals, their cultures and all forms of knowledge, our research started from the following question: How to promote an interdisciplinary dialog between science and society, with Higher Education students? Our goal was to dialogically foster discussion about science and the processes involved in its construction, using a deck of cards, respecting the contributions of different forms of knowledge. In this context, the deck of cards entitled "Science in question: dialogues with cards" was created, aimed at higher education professors, from any area of knowledge, to promote reflections on science with undergraduate students in compulsory subjects of Scientific Methodology or Research, and in optional subjects related to science. Concerning the elaboration of the product, we carried out a bibliographic research of theoretical references on science to define the thematic axes to be discussed, and we analyzed materials to choose the best format to use. After this structuring, we submitted the content of the cards for validation by a panel of experts, adjusting, eliminating and adding content based on the suggestions indicated. As a final step, we designed the visual identity of the cards and auxiliary materials, as well as we carried out the study to store the cards in the digital version and build a website for the promotion and dissemination of experiences. As a result, according to the validation of the experts' content, we consider that the product is coherent, being relevant to the proposal and suitable for application in the classroom with undergraduate students. Due to its versatility for use in physical, asynchronous and distance classes, in addition to its open character for the professor to create their own content, it has innovative potential to be appropriated in different contexts of Higher Education.
Acesso aberto (Open Access)
UNA: Jogo de cartas para o ensino-aprendizagem de referenciais do Design Moderno
(Universidade Federal do Pará, 2022-07-27) CARNEIRO, Marcele Pamplona; ANTUNES, Isis de Melo Molinari; http://lattes.cnpq.br/5387958094272494; MIRANDA, Fernanda Chocron; http://lattes.cnpq.br/3101500469419928; http://orcid.org/0000-0002-1774-6402
This dissertation presents the building process of an educational product entitled UNA, which consists of a card game for the teaching and learning of Modern Design references. In this regard, it started from the following focus issue: How to enhance the teaching-learning of important references of Modern Design, through the creation of a card game that stimulates the qualification among Design students? Therefore, the general objective was to develop a modified card game that presented Modern Design references, as well as assisted undergraduate students of this area to develop a visual repertoire for future creations/applications. Hence, UNA was created from adaptations of the original UNO®️ card game. In addition to it, a website was developed on the WIX®️ platform that provides access to content related to the Bauhaus for game users, a pilot theme chosen in this first version, which is based on the selection of images contained in the game's cards. The dissertation is divided into five chapters defined as it follows: (1) Pillars of Modern Design; (2) Teaching-learning and games; (3) Clues for the construction of the educational product; (4) Research Paths; and (5) The Educational Product. The theoretical framework that permeated the construction of the adapted game and its developments in the virtual environment was based on the texts written by Freire (1968); Malusa (2002); Gomes (2019); Kapp (2012); Kishimoto (2017) and Kaplún (2003), as well as theoretical and historical references about the Bauhaus School, with emphasis on the writings of Gullar (1998), Argan (1992), Droste (2006) and Gombrich (1999). As results achieved, we present a reflection on the use of the game in the classroom, as another methodological contribution tool that promotes students’ learning, in a playful way, and we provide a product that is a pilot card game, the UNA, available for appropriation in formal and informal learning environments, with the possibility of inserting other themes related to Design.