01. Universidade Federal Rural de Pernambuco - UFRPE (Sede)
URI permanente desta comunidadehttps://arandu.ufrpe.br/handle/123456789/1
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Resultados da Pesquisa
Item A importância dos jogos no ensino-aprendizagem de história: um levantamento historiográfico da produção acadêmica sobre o tema no curso de Licenciatura Plena História da UFRPE (2011-2023)(2024-03-08) Borba, Lucas Henrique de Amorim; Barbosa, Lúcia Falcão; http://lattes.cnpq.br/5667594441132627; http://lattes.cnpq.br/5533690465495459This article seeks to make a survey of course completion works defended in the Full Degree Course in History at the Federal Rural University of Pernambuco, in the interval from 2011 to 2023, which have as their theme the teaching and learning of history through games. We intend to analyze the didactic proposals from the identification of the themes addressed, the theoretical-methodological references chosen and the intentionality of the authors when discussing the historical contents through the games created. As a result, we could perceive the growing defense of games as a plausible alternative to help in the teaching-learning process of school history and its relevance as a didactic resource for the teaching of history.Item O uso dos jogos como ferramenta para o ensino de história no ensino fundamental: uma breve revisão bibliográfica e analítica(2019-07-19) Santos, Diogenes Mufford Luiz dos; Bezerra, Rozélia; http://lattes.cnpq.br/0968758655400113; http://lattes.cnpq.br/5304178011461627The present work intends to demonstrate that the discipline of History can be considered an area that makes possible to think and in this way, the challenge that it is possible to build from the games in the classroom in a playful way. In spite of the importance of content for the student, we must be concerned with the formation of a subject, the teacher, his development from the time categories, between permanence and change, between likeness and difference, and simultaneity, of thought by the construction of citizenship, tolerance, cooperation must be clearly understood by the student. From the research presented, games appear as a good working tool. Because it is a didactic game, where you learn to play with each other instead of against each other, given the different skills that are developed and where students learn to relate, question and build, the game may be an alternative that awakens in the student the curiosity and the will to learn. Rethinking lessons and teaching strategies that use only verbalism and questionnaires is an urgent task. We present, then, the game as a strategy that enables the coordination of points of view and coordination of interindividual actions, so necessary for the understanding and action in the world around us, be it past, present or future. In this way, the students worked mainly in small groups, in a classroom environment, promoting exploration activities, solving problems, developing geographical and historical skills and socialization. Finally, the game allows students to stimulate their knowledge and communicative skills in cooperation with other students, not forgetting also the interpersonal relationship creating in the student a desire to learn more. Thus, the student put the knowledge to the test, using it in concrete play situations in their lives.Item A ludicidade em estudos que abordam a natação infantil(2019-07-04) Cavalcanti, Catarina Gusmão Ferraz; Lindoso, Rosângela Cely Branco; http://lattes.cnpq.br/3076590717855221; http://lattes.cnpq.br/4809577755948075With the objective of studying playfulness as a facilitating resource for children's swimming teaching and to identify this approach in scientific publications dealing with children's swimming, this study was carried out based on texts published between 2000 and 2017 in databases recognized by the scientific literature. After selecting 16 works among the previously determined criteria, a table was prepared containing data referring to each document as the type of work, its objectives and the results obtained. Before the evaluation of these results, it was possible to perceive that the studies that deal with playfulness in children's swimming are extremely important for the academic environment and for Physical Education professionals since the methods that make use of playfulness in children's swimming have obtained better results in this research. Therefore, it is proposed by the authors of this work that the material resulting from this research can serve as a theoretical basis for professionals focused on teaching children's swimming.Item Como uma professora do 3º ano do ensino fundamental organiza suas atividades para o processo ensino aprendizagem da leitura?(2017) Freitas, Caroline Vieira de; Cabral, Ana Catarina dos Santos Pereira; http://lattes.cnpq.br/7731108870085614The present work had as objective to analyze the practice of a teacher of the 3rd year of elementary school, in order to identify the contributions to the teaching and learning process of reading. More specifically identify and analyze what the teacher did for the teaching of reading; analyze what the teacher thinks about the teaching process of reading; map and analyze the didactic resources used by the teacher to teach reading. For this, we carried out a case study, with semi-structured interviews and observations. We verified that the teacher performs a systematic work in relation to the teaching of reading, prioritizing texts of the narration order, such as: story, story, fable. Every day, after the recess, he performs the activity of reading enjoyment with the students, and at these moments helps them to reflect on different reading strategies . In addition, weekly, students are taken to the library with the help of the teacher to read a book. We can conclude that although there are students who are not yet literate, there is a concern of the teacher in forming readers of texts. In the theoretical reference the following topics were addressed: What is reading? And the process of teaching reading learning. The theoretical approach was based on Bamberger (1987), Brandrão (2006), Cardoso and Pelozo (2007), Carleti (2007), Colomer and Camps (2002), Kleiman (1995), Oliveira and Queiroz (2010).