Is the game the excalibur for science teaching? notes to think the playful in teaching concepts and in teacher training
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Actio (Curitiba) |
Texto Completo: | https://periodicos.utfpr.edu.br/actio/article/view/9764 |
Resumo: | Generally speaking, the legend of King Arthur tells the story of a predestined boy who would have become king by taking from a stone the famous magic sword called Excalibur. Using this story as a metaphor, this article has as objective to problematize innatism and apolitical conceptions of the playfulness for the teacher education. Like the idea of playfulness as a magical way to solve all the problems of the school; besides bringing notes for the use of the playful as a way to teach scientific concepts. Taking the cultural-historical psychology as a reference, the article, as a theoretical nature, pointed out as one of its results the idea that, in oder to the playfulness contributes to the learning of scientific concepts, he must put the student in activity, so that the even mobilize their psychological processes. In order for such factors to occur, the activity needs to be designed so that the concepts occupy a prominent place during the game. Another result of the article points to a ludo-political formation by the Science teacher, so that games and other playful activities are consciously used to bring with them a more critical world view of reality, not just a reproductive view of prejudice. Finally, it advocated the importance of moving towards a more conscious and systematic use of the play in the teaching of science. |
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Is the game the excalibur for science teaching? notes to think the playful in teaching concepts and in teacher trainingO jogo é a excalibur para o ensino de ciências?: apontamentos para pensar o lúdico no ensino de conceitos e na formação do professorEnsinoLudicidade; Formação do professor; Ensino de conceitos; Ensino de CiênciasPlayfulness; Teacher training; Teaching concepts; Teaching SciencesGenerally speaking, the legend of King Arthur tells the story of a predestined boy who would have become king by taking from a stone the famous magic sword called Excalibur. Using this story as a metaphor, this article has as objective to problematize innatism and apolitical conceptions of the playfulness for the teacher education. Like the idea of playfulness as a magical way to solve all the problems of the school; besides bringing notes for the use of the playful as a way to teach scientific concepts. Taking the cultural-historical psychology as a reference, the article, as a theoretical nature, pointed out as one of its results the idea that, in oder to the playfulness contributes to the learning of scientific concepts, he must put the student in activity, so that the even mobilize their psychological processes. In order for such factors to occur, the activity needs to be designed so that the concepts occupy a prominent place during the game. Another result of the article points to a ludo-political formation by the Science teacher, so that games and other playful activities are consciously used to bring with them a more critical world view of reality, not just a reproductive view of prejudice. Finally, it advocated the importance of moving towards a more conscious and systematic use of the play in the teaching of science.Em linhas gerais, a lenda do Rei Artur conta a história de um garoto predestinado que teria se tornado rei ao retirar de uma pedra a famosa espada mágica, chamada Excalibur. Usando essa história como metáfora, este artigo traz como objetivo problematizar concepções inatistas e apolíticas do lúdico para a formação dos professores. Assim como, a ideia da ludicidade como uma forma mágica de resolver todos os problemas da escola; além de trazer apontamentos para o uso do lúdico como forma de ensinar conceitos científicos. Tomando a psicologia histórico-cultural como referência, o artigo, de cunho teórico, apontou como um de seus resultados a ideia de que, para que o lúdico contribua para a aprendizagem de conceitos científicos, ele deve pôr o estudante em atividade, para que o mesmo mobilize seus processos psicológicos. Para que tais fatores ocorram, a atividade precisa ser pensada de modo que os conceitos ocupem lugar de destaque durante o jogo. Outro resultado do artigo aponta para uma formação ludo-política por parte do professor de Ciências, a fim de que os jogos e outras atividades lúdicas sejam utilizadas de maneira consciente para que tragam consigo uma visão de mundo mais crítica da realidade, e não apenas uma visão reprodutora de preconceitos. Por fim, é defendida a importância de caminhar para um uso mais consciente e sistemático do lúdico no ensino de Ciências.Universidade Tecnológica Federal do Paraná (UTFPR)Messeder Neto, Hélio da Silva2019-12-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado pelos pares, Artigos Originais, Artigos de RevisãoPesquisa teóricaapplication/pdftext/htmlhttps://periodicos.utfpr.edu.br/actio/article/view/976410.3895/actio.v4n3.9764ACTIO: Teaching in Sciences; v. 4, n. 3 (2019); 77-91ACTIO: Docência em Ciências; v. 4, n. 3 (2019); 77-912525-892310.3895/actio.v4n3reponame:Actio (Curitiba)instname:Universidade Tecnológica Federal do Paraná (UTFPR)instacron:UTFPRporhttps://periodicos.utfpr.edu.br/actio/article/view/9764/6941https://periodicos.utfpr.edu.br/actio/article/view/9764/6942Direitos autorais 2019 CC-BYhttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccess2022-10-18T23:53:41Zoai:periodicos.utfpr:article/9764Revistahttps://periodicos.utfpr.edu.br/actio/PUBhttps://periodicos.utfpr.edu.br/actio/oaimarcelolambach@utfpr.edu.br||actio-ct@utfpr.edu.br||periodicos@utfpr.edu.br2525-89232525-8923opendoar:2022-10-18T23:53:41Actio (Curitiba) - Universidade Tecnológica Federal do Paraná (UTFPR)false |
dc.title.none.fl_str_mv |
Is the game the excalibur for science teaching? notes to think the playful in teaching concepts and in teacher training O jogo é a excalibur para o ensino de ciências?: apontamentos para pensar o lúdico no ensino de conceitos e na formação do professor |
title |
Is the game the excalibur for science teaching? notes to think the playful in teaching concepts and in teacher training |
spellingShingle |
Is the game the excalibur for science teaching? notes to think the playful in teaching concepts and in teacher training Messeder Neto, Hélio da Silva Ensino Ludicidade; Formação do professor; Ensino de conceitos; Ensino de Ciências Playfulness; Teacher training; Teaching concepts; Teaching Sciences |
title_short |
Is the game the excalibur for science teaching? notes to think the playful in teaching concepts and in teacher training |
title_full |
Is the game the excalibur for science teaching? notes to think the playful in teaching concepts and in teacher training |
title_fullStr |
Is the game the excalibur for science teaching? notes to think the playful in teaching concepts and in teacher training |
title_full_unstemmed |
Is the game the excalibur for science teaching? notes to think the playful in teaching concepts and in teacher training |
title_sort |
Is the game the excalibur for science teaching? notes to think the playful in teaching concepts and in teacher training |
author |
Messeder Neto, Hélio da Silva |
author_facet |
Messeder Neto, Hélio da Silva |
author_role |
author |
dc.contributor.none.fl_str_mv |
|
dc.contributor.author.fl_str_mv |
Messeder Neto, Hélio da Silva |
dc.subject.por.fl_str_mv |
Ensino Ludicidade; Formação do professor; Ensino de conceitos; Ensino de Ciências Playfulness; Teacher training; Teaching concepts; Teaching Sciences |
topic |
Ensino Ludicidade; Formação do professor; Ensino de conceitos; Ensino de Ciências Playfulness; Teacher training; Teaching concepts; Teaching Sciences |
description |
Generally speaking, the legend of King Arthur tells the story of a predestined boy who would have become king by taking from a stone the famous magic sword called Excalibur. Using this story as a metaphor, this article has as objective to problematize innatism and apolitical conceptions of the playfulness for the teacher education. Like the idea of playfulness as a magical way to solve all the problems of the school; besides bringing notes for the use of the playful as a way to teach scientific concepts. Taking the cultural-historical psychology as a reference, the article, as a theoretical nature, pointed out as one of its results the idea that, in oder to the playfulness contributes to the learning of scientific concepts, he must put the student in activity, so that the even mobilize their psychological processes. In order for such factors to occur, the activity needs to be designed so that the concepts occupy a prominent place during the game. Another result of the article points to a ludo-political formation by the Science teacher, so that games and other playful activities are consciously used to bring with them a more critical world view of reality, not just a reproductive view of prejudice. Finally, it advocated the importance of moving towards a more conscious and systematic use of the play in the teaching of science. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-12-31 |
dc.type.none.fl_str_mv |
|
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Avaliado pelos pares, Artigos Originais, Artigos de Revisão Pesquisa teórica |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.utfpr.edu.br/actio/article/view/9764 10.3895/actio.v4n3.9764 |
url |
https://periodicos.utfpr.edu.br/actio/article/view/9764 |
identifier_str_mv |
10.3895/actio.v4n3.9764 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.utfpr.edu.br/actio/article/view/9764/6941 https://periodicos.utfpr.edu.br/actio/article/view/9764/6942 |
dc.rights.driver.fl_str_mv |
Direitos autorais 2019 CC-BY http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Direitos autorais 2019 CC-BY http://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf text/html |
dc.publisher.none.fl_str_mv |
Universidade Tecnológica Federal do Paraná (UTFPR) |
publisher.none.fl_str_mv |
Universidade Tecnológica Federal do Paraná (UTFPR) |
dc.source.none.fl_str_mv |
ACTIO: Teaching in Sciences; v. 4, n. 3 (2019); 77-91 ACTIO: Docência em Ciências; v. 4, n. 3 (2019); 77-91 2525-8923 10.3895/actio.v4n3 reponame:Actio (Curitiba) instname:Universidade Tecnológica Federal do Paraná (UTFPR) instacron:UTFPR |
instname_str |
Universidade Tecnológica Federal do Paraná (UTFPR) |
instacron_str |
UTFPR |
institution |
UTFPR |
reponame_str |
Actio (Curitiba) |
collection |
Actio (Curitiba) |
repository.name.fl_str_mv |
Actio (Curitiba) - Universidade Tecnológica Federal do Paraná (UTFPR) |
repository.mail.fl_str_mv |
marcelolambach@utfpr.edu.br||actio-ct@utfpr.edu.br||periodicos@utfpr.edu.br |
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1797239983750250496 |