A metodologia Mind Lab nas EMEIEFS de Santo André: princípios, tecnologias e encaminhamentos

• Autor(a) principal: Rossi, Roberta Lopes
• Data de Publicação: 2020
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da Uninove
• Texto Completo: http://bibliotecatede.uninove.br/handle/tede/2446
• topic: Tecnologias Digitais de Informação e Comunicação (TDIC); formação continuada de professores; metodologia Mind Lab; jogos de raciocínio; educação básica; Digital Information and Communication Technologies (TDIC); continuing teacher education; Mind Lab methodology; thinking games; basic education; Tecnologías de la información y la comunicación digitales (TDIC); formación continua del profesorado; metodología Mind Lab; juegos de pensamiento; educacion basica; CIENCIAS HUMANAS::EDUCACAO

This study is linked to the Master's Program in Management and Educational Practices at Nove de Julho University (PROGEPE - UNINOVE), especially to the Research and Intervention Line - Learning Methodology and Teaching Practices (LIMAPE). The dissertation presents the following problems: how does the implementation of the Mind Lab methodology occur in the municipal education network of Santo André? What are the principles, technologies and guidelines for the insertion of the Mind Lab in the municipal schools of Early Childhood and Elementary Education (EMEIEFs) in Santo André? What are the potentials of the reasoning games integrated into the Mind Lab for the teaching and learning process of students in the early years of elementary school? What are the advances and challenges to be overcome in the implementation of the Mind Lab methodology in the Santo André municipal education network? Based on the issues exposed, this investigation had the general objective: to analyze the process of implementing the Mind Lab methodology in EMEIEFs in Santo André, in order to highlight its impact on students' learning in the early years of elementary school. Its specific objectives were: to identify the principles, technologies and guidelines recommended for the insertion of the Mind Lab methodology in basic education; describe the process of implementing the Mind Lab at EMEIEFS in Santo André; to analyze the specificities of the reasoning games integrated into the Mind Lab and their possible impacts on the teaching and learning process of children (in the early years); understand what advances and challenges exist to overcome in the implementation of the Mind Lab methodology in the Santo André municipal education network. The universe of coverage, of this research, was the municipal education network of Santo André, more specifically, with the group of pedagogical assistants (APs) and teachers of the network EMEIEFs that participated in the MenteInovadora Program. The research highlights the qualitative research, through a case study, which had as methodological procedures for data collection, the following instruments: questionnaire (applied to teachers and pedagogical assistants contemplated with the Mind Lab, participants in the MenteInovadora Program) and documentary research (laws and government regulations that support and encourage the implementation of innovative public policies in education), namely: Federal Constitution of 1988 (CF); National Education Guidelines and Bases Act 1996 (LDBEN); National Education Plan 2014/2024 (PNE), Common National Curriculum Base 2017 (BNCC) and Municipal Education Plan law no. 9,723 of 2015. Theoretical foundations are based on authors such as: Freire (2004); Moran (2015, 2018), Garcia and Meier (2009, 2011); Terçariol (2009, 2019), Feuerstein (1999, 2014); Vygotsky (1998), among others. The research results show that students in classes with Mind Lab are motivated to solve the problems presented with autonomy and a sense of team, developing emotional and cognitive skills. It is also worth noting that, children use the knowledge acquired in games in other classroom situations. However, it is evident that the network has challenges to overcome, such as: the number of students in the classes in which the games are applied and the continuous training of teachers. In this context, the intervention plan presented, in this investigation, will complement the training offered by Mind Lab, precisely, with the aim of improving the pedagogical practices articulated with the reasoning games.