A ludicidade como ferramenta para o ensino de geografia
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Data
2021
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Resumo
Nas últimas décadas, o ensino de Geografia passou por uma série de
transformações, principalmente no que se refere à desenvolvimento da
representação técnica e cartográfica, com ênfase nos avanços alcançados com o
uso de computadores e avanços na coleta e disseminação de informações
espaciais. O objetivo do presente trabalho foi mostrar a importância do uso do lúdico
no Ensino de Geografia como caminho para uma aprendizagem mais significativa
no desenvolvimento da aprendizagem do educando, mostrando que através da
utilização de recursos metodológicos lúdicos, pode influenciar positivamente para o
desenvolvimento da aprendizagem do educando, contribuir para a superação
indisciplina em sala de aula e tornar o processo de construção do ensino aprendizagem mais prazeroso e significativo para o educando. Esta pesquisa trata se de um estudo qualitativo que teve por objetivo principal analisar se ação
pedagógica do docente em sala de aula tem alguma relação com a indisciplina dos
alunos. Questões relacionadas a falta de interesse dos mesmos pelo ensino de
Geografia, também se o comportamento dos alunos é diferenciado ou não diante
da proposta de atividades mais lúdicas e se influencia nos resultados quantitativos
obtidos pelos discentes nas avaliações formais da escola. Ao final deste trabalho
conclui-se que os alunos tendem a participar mais das aulas quando ocorrem
atividades lúdicas, uma vez que têm uma maior predisposição para aprender
quando consideram o conteúdo divertido e interessante. Os alunos aprendem de
maneira descontraída quando sua ansiedade de aprendizagem é reduzida. As
atividades lúdicas facilitam a criação de contextos significativos e permitem ao
professor oferecer aulas menos previsíveis e mais atrativas para os alunos.
In the last decades, the teaching of Geography has undergone a series of transformations, especially with regard to the development of technical representation and cartography, with emphasis on the advances achieved with the use of computers and advances in the collection and dissemination of spatial information. The objective of the present work was to show the importance of the use of play in the teaching of Geography as a way to a more significant learning in the development of the student's learning, showing that through the use of playful methodological resources, it can positively influence the development of the student's learning, contribute to overcoming indiscipline in the classroom and make the process of building teaching-learning more enjoyable and meaningful for the student. This research is a qualitative study with the main objective of analyzing whether the teacher's pedagogical action in the classroom is related to student indiscipline. Issues related to their lack of interest in Geography teaching, as well as if the students' behavior is different or not when facing the proposal of more playful activities and if it influences the quantitative results obtained by the students in the formal school evaluations. At the end of this work we conclude that students tend to participate more in class when playful activities take place, since they have a greater predisposition to learn when they consider the content fun and interesting. Students learn in a relaxed way when their learning anxiety is reduced. Playful activities facilitate the creation of meaningful contexts and allow the teacher to offer lessons that are less predictable and more appealing to students.
In the last decades, the teaching of Geography has undergone a series of transformations, especially with regard to the development of technical representation and cartography, with emphasis on the advances achieved with the use of computers and advances in the collection and dissemination of spatial information. The objective of the present work was to show the importance of the use of play in the teaching of Geography as a way to a more significant learning in the development of the student's learning, showing that through the use of playful methodological resources, it can positively influence the development of the student's learning, contribute to overcoming indiscipline in the classroom and make the process of building teaching-learning more enjoyable and meaningful for the student. This research is a qualitative study with the main objective of analyzing whether the teacher's pedagogical action in the classroom is related to student indiscipline. Issues related to their lack of interest in Geography teaching, as well as if the students' behavior is different or not when facing the proposal of more playful activities and if it influences the quantitative results obtained by the students in the formal school evaluations. At the end of this work we conclude that students tend to participate more in class when playful activities take place, since they have a greater predisposition to learn when they consider the content fun and interesting. Students learn in a relaxed way when their learning anxiety is reduced. Playful activities facilitate the creation of meaningful contexts and allow the teacher to offer lessons that are less predictable and more appealing to students.
Descrição
Orientação: Francisco Ramos Leitão
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, ENSINO DE GEOGRAFIA, APRENDIZAGEM, JOGOS, EDUCATION, GEOGRAPHY TEACHING, LEARNING, GAMES