Método pedagolúdico: uma proposta de análise das manifestações lúdicas no processo de ensino e de aprendizagem em ciências

Abstract

In the context of formal education, the ludic has a closer connection with Early Childhood Education, because at this level of Basic Education, children learn through their sensory experiences and exchanges with the environment in which they are inserted. As the child progresses at the school level, the ludic essence is lost as, a support element for the teaching and learning process. It gives way to a content systematization without much interaction with the ludic. To contribute to teachers who seek to insert the ludic in their mediatization, the general objective of the research consisted of developing a teaching and learning method encompassing the ludic aspects, attributing intentionality to the ludic strategies articulated to promote the students’ learning. Objects of Knowledge of Sciences from the Early Years arranged in the National Common Curricular Base (BNCC). The research took place in two phases, the first being exploratory, where a document analysis was carried out to survey the ludic characteristics applied in pedagogical strategies to help in the teaching and learning process. The second phase consisted of the developingof developingst in the disclosure, characterization and categorization of the manifestations caused by the ludic during the teaching and learning process of the Objects of Knowledge. From the second phase resulted six parameters, being: 1) freedom and creativity; 2) presentation of artifacts; 3) simulacrum; 4) symbolism; 5) freedom and fun and 6) challenging situations. The application of the proposed method took place through the analysis of video lessons, in which it was possible to verify whether the developed parameters would fulfill its purpose. From the analysis of two video classes related to science teaching, it was evident the feasibility of planning classes using ludic strategies, in which they make it possible to caut the intentionality of the ludic application and how to insert its dynamics of mediatization in the curricular content. The parameters were able to demons demonstdemonstratearacterized the intentionality of appapplying applyingder,sta standingg how and why such reactions occurred in the students. Thus, allowing to categorize among the ludic strategies used, those that were more captivating among whichts.whiching the potential of applying ludic strategies allied to the parameters developed, thinking about the Educational Product resuland tresulting the research, it was agreed to name the ludic that is intentionally designated for formal n as Pedagoludic. In this way, the result of the research allowed the development of the Pedagoludic Method. Thus, the Educational Product was born, which helps the teacher to envision the application of the ludic in a dynamic of mediatization, that is, the Pedagoludic Mediatizations, which are planned with Strategic Mediatization Units (UEMs), that is, systematized ludic strategies and directed to the teaching and learning process. The Educational Product developed takes the form of an electronic book, where the precepts of the method are first presented, followed by suggestions and guidelines for planning Ludic Didactic Sequences directed to the formal educational context.