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O lúdico como estratégia de ensino-aprendizagem: uma experiência pedagógica com crianças
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Advisor(s)
Abstract(s)
No intuito de promover aprendizagens enriquecedoras com base na motivação e nos interesses da criança, procuramos ao longo da prática pedagógica, desenvolvida no contexto de creche, jardim de infância e 1.o Ciclo do Ensino Básico (CEB), desenvolver atividades de forma a motivar as crianças para a aprendizagem. Procuramos dar resposta à seguinte questão-problema: Como as atividades lúdicas contribuem para o desenvolvimento de competências nas crianças e no processo de ensino-aprendizagem? Tendo em conta esta questão-problema delineada, surgiram então os objetivos que permitiriam dar resposta à mesma: (i) Desenvolver atividades lúdicas na Prática de Ensino que contribuam para o desenvolvimento de competências/aprendizagens nas crianças; (ii) Identificar as atividades lúdicas desenvolvidas nas salas da prática pedagógica (Creche, Jardim de infância e 1.o CEB); (iii) Compreender as diferenças do interesse das crianças pelos momentos de caráter lúdico e não lúdico; (iv) Investigar o papel das atividades lúdicas como forma de motivação no processo de ensino-aprendizagem (v) Aferir se existem vantagens na prática do Lúdico nos 3 contextos educativos. Utilizámos uma metodologia de investigação de carácter qualitativo e como instrumentos de recolha de dados notas de campo, registo fotográfico e entrevistas. Os principais resultados obtidos revelaram que as crianças, tal como os educadores/professores, apreciam o lúdico/o jogo, como estratégia de ensino-aprendizagem. Com o desenvolvimento de atividades lúdicas durante a prática pedagógica, as crianças fortaleceram-se tanto a nível pessoal como social, desenvolveram a cooperação e interação entre elas como também tiveram a oportunidade de desenvolver competências e aprendizagens de uma forma mais motivadora. O lúdico é uma mais valia para o desenvolvimento da criança como também uma estratégia fundamental no processo de ensino-aprendizagem.
In the opportunity to improved learning based on the child's motivation and interests, throughout the pedagogical practice, we develop no context of day care, kindergarten and 1st cycle of basic education, we develop training activities to motivate as children for learning. We tried to give answer to the following question-problem: How playful activities can contribute to the development of skills in children’s and in the teaching-learning process? For this problem we established the following goals: What is the importance of play/playful activities in the teaching-learning process? In view of this outlined question, then came the objectives that allow the answer to it. (I) Developing playful activities during the supervised teaching practice that would contribute to the development of skills/ learnings in children; (II) Identify the playful activities developed in the pedagogical practice (kindergarden, pre-school, elementary school); (iii) Understand the interest differences of students towards playful and non-playful moments; (iv)Investigate the role of playful activities in the teaching-learning process; (V) assess if there are advantages in the practice of playful activities in the school context. We used an investigation methodology with a qualitative character and as instruments of data collection, field notes, photographic records and interviews. The main results obtained showed that both children and educators/teachers enjoy playful activities/games as a strategy of teaching-learning. With the development of playful activities during a pedagogical practice, the children are strengthened themselves in a personal and social level, developed co-operation and interaction between them and had the opportunity to develop learning skills in a more motivating way. The game is an asset to the child development and is also a fundamental strategy in the teaching-learning process.
In the opportunity to improved learning based on the child's motivation and interests, throughout the pedagogical practice, we develop no context of day care, kindergarten and 1st cycle of basic education, we develop training activities to motivate as children for learning. We tried to give answer to the following question-problem: How playful activities can contribute to the development of skills in children’s and in the teaching-learning process? For this problem we established the following goals: What is the importance of play/playful activities in the teaching-learning process? In view of this outlined question, then came the objectives that allow the answer to it. (I) Developing playful activities during the supervised teaching practice that would contribute to the development of skills/ learnings in children; (II) Identify the playful activities developed in the pedagogical practice (kindergarden, pre-school, elementary school); (iii) Understand the interest differences of students towards playful and non-playful moments; (iv)Investigate the role of playful activities in the teaching-learning process; (V) assess if there are advantages in the practice of playful activities in the school context. We used an investigation methodology with a qualitative character and as instruments of data collection, field notes, photographic records and interviews. The main results obtained showed that both children and educators/teachers enjoy playful activities/games as a strategy of teaching-learning. With the development of playful activities during a pedagogical practice, the children are strengthened themselves in a personal and social level, developed co-operation and interaction between them and had the opportunity to develop learning skills in a more motivating way. The game is an asset to the child development and is also a fundamental strategy in the teaching-learning process.
Description
Keywords
Educação pré-escolar 1.º ciclo do ensino básico Lúdico Processo de ensino-aprendizagem. Jogos
Citation
Pereira, Inês Isabel; Castanheira, Luís (2020). O lúdico como estratégia de ensino-aprendizagem: uma experiência pedagógica com crianças. In Rui Pedro Lopes; Cristina Mesquita; Elisabete Mendes Silva; Manuel Vara Pires (Eds.) V Encontro Internacional de Formação na Docência (INCTE): livro de atas. Bragança: Instituto Politécnico. p. 631-639. ISBN 978-972-745-276-7
Publisher
Instituto Politécnico de Bragança