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Os jogos pedagógicos no processo de ensino-aprendizagem do 1.ºCEB
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| 1.34 MB | Adobe PDF |
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Abstract(s)
O tema que investiguei e cujos resultados se demonstram neste relatório, realizado no âmbito da Unidade Curricular de Prática de Ensino Supervisionada, foi O jogo no processo de ensino-aprendizagem no 1.ºCEB. O que levou à escolha deste tema e respetiva investigação foi devido a ter sentido necessidade de envolver mais as crianças na sua aprendizagem e pelo facto de entendermos o jogo como uma estratégia (ou recurso pedagógico) indispensável no ensino, isto pela razão de considerar que as aulas se podiam tornar as aulas mais dinâmicas e motivar as crianças a aprenderem melhor os conteúdos. Delineei como objetivos: (i) analisar o papel do jogo no processo de ensino aprendizagem; (ii) identificar quais as aprendizagens e competências que melhoram com o recurso a este instrumento. A investigação seguiu uma linha de abordagem qualitativa, tendo sido usado como técnicas e respetivos instrumentos de recolha de dados a observação direta e participante, as notas de campo, os registos fotográficos, as produções das crianças e o as tarefas de avaliação formativa no fim das sessões lúdicas. Com os dados obtidos e depois da análise realizada foi possível perceber de que forma os jogos têm um papel fundamental no desenvolvimento das crianças e a sua importância na sala de aula como estratégia de aquisição de conhecimentos e de capacidades, tais como autonomia, integração, cooperação e respeito pelo outro
The topic I investigated, and whose results are presented in this report—carried out within the scope of the Supervised Teaching Practice course unit—was The role of games in the teaching-learning process in the 1st Cycle of Basic Education. The choice of this topic and the corresponding research stemmed from a perceived need to engage children more actively in their learning, and from the understanding that games are an essential pedagogical strategy (or resource) in education. This is based on the belief that lessons can become more dynamic and help motivate children to learn more effectively. The objectives outlined were: (i) to analyze the role of games in the teaching-learning process; and (ii) to identify which learning outcomes and skills are enhanced through the use of this tool. The research followed a qualitative approach, using techniques and instruments such as direct and participant observation, field notes, photographic records, children’s work, and formative assessment tasks at the end of the playful sessions. Based on the data collected and the subsequent analysis, it was possible to understand how games play a fundamental role in children's development and their importance in the classroom as a strategy for acquiring knowledge and skills such as autonomy, integration, cooperation, and respect for others.
The topic I investigated, and whose results are presented in this report—carried out within the scope of the Supervised Teaching Practice course unit—was The role of games in the teaching-learning process in the 1st Cycle of Basic Education. The choice of this topic and the corresponding research stemmed from a perceived need to engage children more actively in their learning, and from the understanding that games are an essential pedagogical strategy (or resource) in education. This is based on the belief that lessons can become more dynamic and help motivate children to learn more effectively. The objectives outlined were: (i) to analyze the role of games in the teaching-learning process; and (ii) to identify which learning outcomes and skills are enhanced through the use of this tool. The research followed a qualitative approach, using techniques and instruments such as direct and participant observation, field notes, photographic records, children’s work, and formative assessment tasks at the end of the playful sessions. Based on the data collected and the subsequent analysis, it was possible to understand how games play a fundamental role in children's development and their importance in the classroom as a strategy for acquiring knowledge and skills such as autonomy, integration, cooperation, and respect for others.
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Keywords
1.º Ciclo do Ensino Básico Lúdico Aprendizagem Jogo