Navegando por Assunto "Playfulness"

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Ciranda lúdica: subjetividade, docência e ludicidade
(Universidade Federal do Pará, 2018-04-05) CUNHA, André Luiz Rodrigues dos Santos; ALVES, José Moysés; http://lattes.cnpq.br/6500775506186127; https://orcid.org/ 0000-0003-1307-1249; ALMEIDA, Ana Cristina Pimentel Carneiro de; http://lattes.cnpq.br/1265908866509687; https://orcid.org/0000-0002-9432-2646
The playfulness is a desirable characteristic of the teaching and learning process, making itself present, in different regularities and in different educational scenarios. There is a polysemy of the term ludicidade and of the varied pedagogical practices that it guides. I defend the thesis that the multiplicity of the subjective senses of playfulness and the ways in which they guide pedagogical practices are produced by the teacher at different moments in his life as part of his school and extracurricular experiences. The present research had as objective to interpret the configuration of subjective senses on ludicity, produced by professors in the teaching of biological sciences, in the School of Application of the Federal University of Pará. Oriented by Subjectivity Theory and Qualitative Epistemology, proposed by González Rey, I realized a constructive-interpretative study with three teachers of this school. The information was produced through phrases complements, writing and a conversational dynamic composed of individual and collective interviews, as well as informal dialogues. I organized the subjective productions of the teachers, constructing indicators of subjective senses and interpreting how the playful was configured in the subjectivity of each teacher. This study made it possible to understand that the way each subjective teacher the playful implies different teaching practices. The subjective senses of playfulness are promoters of motivation, both for students and for teachers. Student feedback is important for playfulness in teacher action. The social subjectivity of the school is fundamental for the production of new playful senses, which are built in interaction with students and other people. In addition to supporting the thesis I formulated, the results of the research indicate the following educational implications: subjectivize playfulness with emphasis on the subject (student) and not on the disciplinary content; understand the playful as a communicative form between teacher and students and creative expression of these subjects; to reaffirm the playfulness as a promotive experience of motivation, in a recursive and inseparable way, both for those who learn and for those who teach; enjoy the playful, in the various contexts of life as an instrumental resource, but also a socio relational.
Acesso aberto (Open Access)
A educação ambiental por meio da ludicidade: uma experiência em escolas do entorno do Parque Estadual do Utinga
(Universidade Federal do Pará, 2013-09) BAÍA, Maria da Conceição Ferreira; NAKAYAMA, Luiza
One of the main problems of contemporary society is the degradation of the environment. Humanity is facing a big challenge - the preservation of natural resources and consequently the preservation of his own existence. Given this situation, the Environmental Education (EE) is presented as a way to educate more in a comprehensive and complete way. In this context, the “Novo Encanto” Association in partnership with the State Secretary of Environment (SEMA) perform planned actions for elementary school students from public schools in Ananindeua - PA, located around the PAB, with the aim to study the use of the playful as a strategy to sensitize the children of the importance of the place as a space for recreation, environmental reserve, biodiversity and water resources.
Acesso aberto (Open Access)
Ensino de ciências na educação infantil: uma proposta lúdica na abordagem ciência, tecnologia e sociedade
(Universidade Federal do Pará, 2020-02-04) COSTA, Edith Gonçalves; ALMEIDA, Ana Cristina Pimentel Carneiro de; http://lattes.cnpq.br/1265908866509687; https://orcid.org/0000-0002-9432-2646
Science teaching in Early Childhood Education has consolidated an important space in research in the field of education and in teaching practices, promoting new ways of thinking about the education of young children. In this vein, this study aimed to analyze the contributions of the association between playfulness and the STS approach to science teaching in a class of Early Childhood Education. The study methodology adopted a qualitative approach, such as pedagogical intervention, which took place in a Child Education Unit in the Municipality of Belém / PA. The intervention method adopted consisted of playful activities with a STS approach on the school environment, theme having as subjects, 25 children, in the age group of four to five years. The instruments used to obtain the data were photographs, field diaries, audio recordings and drawings produced by the children during the activities. For the interpretation of the data, Discursive Textual Analysis was used. From the analysis it was observed that STS principles emerged in the playful activities during the learning situations promoting the problematization of social issues by the children, in their participation in decisions regarding the subjects covered, in the construction of attitudes and values related to care for the environment, as well as in the promotion of interdisciplinary, contextualized and dialogical science teaching. The association between STS Approach, Playfulness and Science Teaching proved to be possible, showing that playfulness is a basic element to bring themes that involve STS interactions because, considering that play represents the guiding activity in early childhood, playful activities are essential to have an education that corroborates with their needs and that promotes meaningful learning and positive developments for the integral development of the child, including on approaches to diverse topics such as those involving STS relations. It is concluded that bringing STS Education to the field of Early Childhood Education poses itself as a great challenge, however necessary so that it can also contribute to the promotion of children's scientific education, with a view to stimulating their criticality and the construction of a favorable terrain for the exercise of their citizenship, taking into account the specificities that involve this phase of human development .
Acesso aberto (Open Access)
A ludicidade no desenvolvimento da criança: uma experiência de iniciação científica
(Universidade Federal do Pará, 2014-08) ABREU, Waldir Ferreira de; OLIVEIRA, Damião Bezerra; ABREU, Aline; ALMEIDA, Aline; ROBERTO, Adriano; OLIVEIRA, Berline; DÁCIO, Ígora Irma Santos; MAIA, Jessica; SANTOS, Juliana; SILVA, Juliete; FERREIRA, Mirene; ASSIS, Ruth; PEREIRA, Sirley; VERAS, Victória
The play activity in education, represented by plays and games, can develop a child’s learning in the classroom. The playful poses as a teaching tool for performance and full development of children, providing moments of joy, learning and commitment to learning. Article and results of undergraduate research activities developed by the Group of Studies and Research in Education, Childhood and Philosophy - GEPEIF / CNPq/UFPA coordinated by professors Waldir Ferreira de Abreu and Damião Bezerra Oliveira and the bond extension project: The playful as teaching resource in the education of children. Aims to discuss the importance of playfulness in the process of child development, especially in kindergarten and provide recreational activities developed with the school children and the rivers Quianduba and Ajuaí in a workshop on playful.
Acesso aberto (Open Access)
RIO DA MATEMÁTICA: um jogo de tabuleiro para auxiliar na aprendizagem de conceitos matemáticos na formação do/a pedagogo/a na UFPA – Campus Altamira
(Universidade Federal do Pará, 2023-07-03) VALE, Renan Rodrigues do; NASCIMENTO, Márcio Lima do; http://lattes.cnpq.br/6668311810812135
The training of the pedagogue has been a permanent debate in academic research on different fronts, among them, on their training in mathematics considering that this professional works with the disciplines in the Early Years of Elementary School. The present dissertation had as general objective, to verify if the use of the game Rio da Matemática contributes to the formation of the Pedagogy Graduates and, consequently, feel more motivated to study and confident to teach Mathematics, and with specific objectives; a) to know the curricular components on the teaching of Mathematics present in the Pedagogy Degree course at UFPA; b) identify the difficulties of teaching-learning in Mathematics of Pedagogy Graduates and how they deal with these limitations; c) discuss the use of the game and playfulness in the teaching learning process of Mathematics; d) design an educational product that contributes to the teaching-learning process of Mathematics of Pedagogy Graduates; e) Use the Rio da Matemática game as a tool for the training of Pedagogy Graduates in the FTM discipline of Mathematics. About the research problem: how can the use of a board game contribute to the teaching of mathematical content in the training of Pedagogy graduates and in their didactic pedagogical practice in the early years of elementary school? Methodologically, a survey was made of the PPCs of the pedagogy course at UFPA on the offer of subjects related to the teaching of mathematics, regarding the construction of the educational product and the game, qualitative research was used, and through bibliographic and documentary research, and field research. It also includes the methodological steps for the construction of educational products, as instruments of data collection, an electronic form, pre-test matrices and product validation matrix with the students of the pedagogy course were used. It was concluded that students have certain gaps in the use of mathematical concepts in their daily lives, and a certain absence of teaching practices related to the use of games; while the FTM- of mathematics teaching students scored a possibility of a greater workload for the discipline. Regarding the analysis of the validation matrix, the product positively meets some dimensions and categories used for further analysis, with the exception of the transformation category, which the game does not make a contextual relationship between the content and pedagogy content. Thus, the Rio da Matemática game has the potential to be used and applied as a proposal for methodology and didactics in a playful way, enabling pedagogy graduates to learn and teach mathematics in a creative and motivating way.