Ludic practices in the teaching of Physiology: is the socioeconomic profile an intervening factor of effectiveness?

• Autor(a) principal: Guimarães, Alexsandro Ferreira
• Data de Publicação: 2021
• Outros Autores: Rocha, Bianca Silva da, Silva, Rebeca Kollar Vieira da, Porawski, Marilene, Gutierrez, Lucila Ludmila Paula
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Docência do Ensino Superior (Online)
• Texto Completo: https://periodicos.ufmg.br/index.php/rdes/article/view/32452
• topic: Aprendizagem; Práticas lúdicas; Perfil discente; Learning; Ludic practices; Student profile; Aprendizaje; Prácticas lúdicas; Perfil del alumno

In the teaching-learning process, students and teachers establish an exchange of knowledge, and ludic practices can help them along this path. The aim of this study was to verify whether the socioeconomic profile of students interferes with the perception of learning in physiology using ludic practices. Data collection was carried out in the discipline of Physiology of the Pharmacy nighttime course at the Federal University of Health Sciences of Porto Alegre. Throughout 2016, students experienced expository and dialogued classes interspersed with ludic practices; a questionnaire was also applied to assess the students' perception regarding the use of these methodologies. It was found that the successful use of ludic practices in the classroom does not depend on the socioeconomic profile of the students. The results demonstrate that use of different types of ludic practices, in combination with expository and dialogued classes, in the context of higher education, can be a good adjuvant in learning.