Prática metodológica: jogo e brincadeira (JOB) na perspectiva da aprendizagem baseada em problemas (ABP) na formação de licenciandos em química

Abstract

It is notorious that training education professionals to work and meet the demands of the 21st century has required more efforts because of rapid scientific and technological changes, which bring with them new demands, technologies, themes, among others. This scenario has concomitantly required workers from universities that offer degrees, constant studies, research, reflections, dialogues and changes in their pedagogical practices. In view of the scenario, the research problem was elaborated in the form of a question: What is the importance of the ebook proposal - Methodological practice: game and play (JOB) from the perspective of problem-based learning (ABP), for the initial training of chemistry undergraduates? In search of answers, the research objective was to elaborate, apply and analyze the results of the ebook - "Methodological practice: Game and play (JOB) from the perspective of problem-based learning (PBL)", for the training of chemistry undergraduates. For this, the construction of an e-book was carried out, in order to provide theoretical and methodological knowledge on the theme of games, toys, games, playful activities and on the active methodology Problem-Based Learning (ABP), as well as the technological study of the butter.us meeting platform and ChemSketch software, for the construction of a JOBQUÍM. The present research was qualitative, of a basic and applied nature, of an exploratory and explanatory type, as its characteristics contribute to the objectives listed (GIL, 2019). The research participants were 08 students of the undergraduate course in chemistry at the Federal Technological University of Paraná, members of the Institutional Program of Scholarships for Initiation to teaching - PIBID. The instruments used to collect the data were an initial questionnaire, evaluation questionnaires for groups 01, 02 and 03, an individual questionnaire and a final questionnaire, sent via a Google form. The data were analyzed and categorized according to Bardin's content analysis (2016). The e-book studies were important for the training of chemistry undergraduates in various theoretical, conceptual and methodological aspects, such as learning to differentiate what is a game, play, toy and playful activities, knowing the importance of active methodology - problem-based learning, understanding the stages of methodological practice: JOB from a PBL perspective, building a JOBQUÍM in collaborative groups. The results show that the educational product also provided knowledge of how to develop problems to make lessons more fun, dynamic, motivating and that enable students to be the protagonists and the teacher the mediator during the teaching and learning process. Therefore, the educational product has strong potential because it can be adapted and used in initial and continuing teacher training courses, and by professionals at all levels of education.