Navegando por Assunto "Teaching-learning of biology"

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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.