Os jogos de língua inglesa como meio facilitador para a interdisciplinaridade no ensino médio e profissional no Ceará : estudo de um caso
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2019
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Este trabalho tem como objetivo relatar estratégias utilizadas na aprendizagem de Matemática
e de Língua Inglesa, com alunos do Ensino Médio da Escola Doutor José Iran Costa, Várzea
Alegre, Ceará, onde se utilizou como metodologias: relacionar conhecimentos matemáticos,
envolvendo jogos das disciplinas de Língua Inglesa e Matemática. Em Língua Inglesa, através
da interdisciplinaridade, que possui um vasto e rico material de estudos relacionados a essas
disciplinas, objetivando levar os alunos a se interessarem por essa ciência, passando a vê-la
como um instrumento para compreender e atuar na realidade, a partir do diálogo, a interação
entre os alunos e a valorização da habilidade de cada um, sendo esta compartilhada, mas de
forma também prazerosa. Para esta pesquisa, foram observados dois grupos de alunos, cada
grupo foi composto por 10 (dez) alunos, em que uns trabalharam com jogos, e outros, sem
jogos. O suporte teórico teve por base os estudos de Aranha (2006), Skovsmose (2010), Freie
(2011), Fazenda (2013), Oliveira e Kishimoto (2014), Almeida Filho (2015), Philippi Jr
(2015), entre outros especialistas em Matemática, Educação, Ensino de Língua Inglesa,
interdisciplinaridade e jogos. Os instrumentos utilizados para a coleta dos dados foram as
observações nas mais variadas formas de trabalho no campo com os jogos, sua confecção e
aplicação às atividades de análise e intervenção coletiva do desempenho nas atividades
avaliativas e diagnóstico com professores das duas disciplinas. A análise dos dados revelou
um aumento significativo do rendimento escolar do grupo que estudou a partir dos jogos em
suas respectivas disciplinas. Nesse sentido, este estudo ressalta a importância de explorar a
Matemática com outras disciplinas, para que o aluno compreenda que ela está presente em
tudo e é necessária para a vida em sociedade e para a compreensão do mundo. Bem como que
é possível superar dificuldades quando há participação integrada de todos, que a
interdisciplinaridade permite ir além de equilibrar as médias de Inglês e Matemática,
construindo autonomia, desenvolvimento pessoal e coletivo, e que todos são capazes de
construir com suas habilidades.
This work aims to report strategies used in the learning of Mathematics and English Language, with students of the High School of the Doctor Jose Iran Costa School, Várzea Alegre, Ceará, where it was used as methodologies: to relate mathematical knowledge, involving games of the Language disciplines English and Mathematics. In English Language, through interdisciplinarity that has a vast and rich material of studies related to these disciplines, aiming to lead students to take an interest in this science, starting to see it as an instrument to understand and act in this reality, from the dialogue, the interaction between students and the appreciation of each one's ability, being shared, but also pleasantly. For this research were observed two groups of students, each group was composed of 10 (ten) students where some worked with games and others with no games. The theoretical support was based on studies by Aranha (2006), Skovsmose (2010), Freie (2011), Farm (2013), Oliveira and Kishimoto (2014), Almeida Filho (2015), Philippi Jr (2015), among others specialists in Mathematics, Education, English Language Teaching, interdisciplinarity and games. The instruments used to collect the data were to the observations in the most varied forms of work in the field with the games being their confection and application to the activities of analysis and collective intervention of the performance in the evaluation activities and diagnosis with teachers of the two disciplines. The data analysis revealed a significant increase in the school performance of the group that studied from the games in their respective disciplines. In this sense, this study emphasizes the importance of exploring Mathematics with other disciplines, so that the student understands that Mathematics is present in everything and that it is necessary for life in society and for understanding the world. And that it is possible to overcome difficulties when there is integrated participation of all, and that interdisciplinarity allows to go beyond balancing the means of English and Mathematics, building autonomy, personal and collective development, and that everyone is able to build with their skills.
This work aims to report strategies used in the learning of Mathematics and English Language, with students of the High School of the Doctor Jose Iran Costa School, Várzea Alegre, Ceará, where it was used as methodologies: to relate mathematical knowledge, involving games of the Language disciplines English and Mathematics. In English Language, through interdisciplinarity that has a vast and rich material of studies related to these disciplines, aiming to lead students to take an interest in this science, starting to see it as an instrument to understand and act in this reality, from the dialogue, the interaction between students and the appreciation of each one's ability, being shared, but also pleasantly. For this research were observed two groups of students, each group was composed of 10 (ten) students where some worked with games and others with no games. The theoretical support was based on studies by Aranha (2006), Skovsmose (2010), Freie (2011), Farm (2013), Oliveira and Kishimoto (2014), Almeida Filho (2015), Philippi Jr (2015), among others specialists in Mathematics, Education, English Language Teaching, interdisciplinarity and games. The instruments used to collect the data were to the observations in the most varied forms of work in the field with the games being their confection and application to the activities of analysis and collective intervention of the performance in the evaluation activities and diagnosis with teachers of the two disciplines. The data analysis revealed a significant increase in the school performance of the group that studied from the games in their respective disciplines. In this sense, this study emphasizes the importance of exploring Mathematics with other disciplines, so that the student understands that Mathematics is present in everything and that it is necessary for life in society and for understanding the world. And that it is possible to overcome difficulties when there is integrated participation of all, and that interdisciplinarity allows to go beyond balancing the means of English and Mathematics, building autonomy, personal and collective development, and that everyone is able to build with their skills.
Descrição
Orientação: Marisa Pascarelli Agrello ; co-orientação: Maria Manuel Calvet Ricardo
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, ESTRATÉGIAS DE APRENDIZAGEM, JOGOS EDUCATIVOS, INTERDISCIPLINARIDADE, ENSINO, ESTUDOS DE CASO, BRASIL, CEARÁ, EDUCATION, LEARNING STRATEGIES, EDUCATIONAL GAMES, INTERDISCIPLINARITY, TEACHING, CASE STUDIES, BRAZIL, CEARÁ