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Análise do conhecimento declarativo de crianças do 1.º ciclo do ensino básico sobre brinquedos e jogos tradicionais
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O presente estudo teve como objetivo analisar o conhecimento declarativo de crianças do 1.º Ciclo do Ensino Básico sobre Brinquedos e Jogos Tradicionais, incluindo a identificação dos jogos e a forma como são jogados.
A amostra incluiu 261 alunos, e a recolha de dados foi realizada por meio de um questionário em formato de entrevista semiestruturada, com perguntas abertas e fechadas, durante o horário letivo, individualmente. Todas as entrevistas foram gravadas e anotadas, garantindo a fidedignidade da informação. Os resultados mostraram que as crianças reconhecem sobretudo jogos como o pião, a corda e os berlindes, enquanto outros, como o arco e gancheta, são pouco conhecidos. Verificaram-se diferenças significativas entre anos de escolaridade e sexo, e correlações positivas entre o reconhecimento dos jogos, a idade e o tempo de residência em Portugal. Conclui-se que o conhecimento dos jogos tradicionais aumenta com a idade e com a experiência escolar, sendo influenciado por fatores culturais e sociais. Os jogos tradicionais revelam-se, assim, importantes veículos de aprendizagem, socialização e identidade cultural, com elevado potencial educativo. As aplicações práticas incluem a integração dos jogos tradicionais em contextos escolares e comunitários, promovendo aprendizagem, socialização, identidade cultural e bem-estar físico e mental, além de fornecerem base para futuras investigações. A principal limitação do estudo foi a não validação prévia do instrumento de pesquisa
The study aimed to determine the level of knowledge of children in the 1st Cycle of Basic Education at EB Solum about traditional Portuguese toys and games, including the identification of the games and how they are played. The sample included 261 students, and data collection was carried out using a semi-structured interview questionnaire with open and closed questions, during school hours, individually. All interviews were recorded and noted, ensuring the reliability of the information. The results showed that children mainly recognize games such as spinning tops, jump rope, and marbles, while others, such as bow and arrow, are little known. Significant differences were found between years of schooling and gender, and positive correlations between game recognition, age, and length of residence in Portugal. It was concluded that knowledge of traditional games increases with age and school experience and is influenced by cultural and social factors. Traditional games are thus important vehicles for learning, socialization, and cultural identity, with high educational potential. Practical applications include the integration of traditional games into school and community contexts, promoting learning, socialization, cultural identity, and physical and mental well-being, as well as providing a basis for future research. The main limitation of the study was the lack of prior validation of the research instrument.
The study aimed to determine the level of knowledge of children in the 1st Cycle of Basic Education at EB Solum about traditional Portuguese toys and games, including the identification of the games and how they are played. The sample included 261 students, and data collection was carried out using a semi-structured interview questionnaire with open and closed questions, during school hours, individually. All interviews were recorded and noted, ensuring the reliability of the information. The results showed that children mainly recognize games such as spinning tops, jump rope, and marbles, while others, such as bow and arrow, are little known. Significant differences were found between years of schooling and gender, and positive correlations between game recognition, age, and length of residence in Portugal. It was concluded that knowledge of traditional games increases with age and school experience and is influenced by cultural and social factors. Traditional games are thus important vehicles for learning, socialization, and cultural identity, with high educational potential. Practical applications include the integration of traditional games into school and community contexts, promoting learning, socialization, cultural identity, and physical and mental well-being, as well as providing a basis for future research. The main limitation of the study was the lack of prior validation of the research instrument.
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Brinquedos populares Jogos tradicionais crianças conhecimento declarativo Popular toys Traditional games Children Declarative knowledge