Analysis of an intervention conducted through games with children with school failure history

• Autor(a) principal: Pinheiro, Silvia Nara Siqueira
• Data de Publicação: 2022
• Outros Autores: Frison, Lourdes Maria Bragagnolo, Migueis, Marlene da Rocha
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Psicologia Revista (Online)
• Texto Completo: https://revistas.pucsp.br/index.php/psicorevista/article/view/51202
• topic: jogo; insucesso escolar; funções psicológicas superiores; psicologia histórico-cultural; juego; fracaso escolar; psicología histórico-cultural; game; school failure; higher psychological functions; cultural-historical psychology

School failure in Brazilian elementary education has been the subject of several studies and it is a matter of concern for all professionals working in this field. This study presents the results of a research that aimed to investigate whether mediated interventions in playing games with explicit rules develop higher psychological functions (HPF) and if they improve school performance of children with school failure history. The research was based on cultural-historical psychology, mainly on the ideas of Vygotsky, Elkonin and Leontiev. The chosen method was qualitative and consisted of an intervention, applied on four children between 7 and 10 years old, structured in three stages: initial assessment, intervention mediated by games and final assessment. In the assessments, the School Achievement Test was applied on the children and semi-structured interviews were conducted with families and teachers. The meetings were recorded and transcribed and the observations were recorded in a field diary. The data analysis methods used were the thematic and microgenetic techniques. The results showed that games develop HPF and modify school performance. It is concluded that games with explicit rules are good mediators between learning and development in children who present school failure trajectories.