Jogo de cartas adaptável e contextualizável para a interpretação de imagens no Ensino de Artes Visuais
Ano de defesa: | 2019 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Tese |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Tecnologias da Inteligência e Design Digital
|
Departamento: |
Faculdade de Ciências Exatas e Tecnologia
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | https://tede2.pucsp.br/handle/handle/22238 |
Resumo: | This research aims at presenting a model of an adaptive and context aware card game that may be integrated to a digital system in the teaching-learning process of visual arts. The concepts of imagination and social interaction, as delineated by Vygotsky, and curiosity, defined by Paulo Freire, based the design of this game. This proposal intends to provide the students/players with the opportunity to reflect upon the production of their knowledge as they interpret images selected to be used in the game. The need for this research lies on the quantity of visual information without contextualization to which we are currently exposed as well as on the relevance acquired by them when used to stimulate imagination, interaction and curiosity in the process of learners’ cognition. Due to its structure, the process of creating this card game enables the insertion of artistic images that are related to the contents to be taught and to the learners’ realities. By using this model, teachers/mediators may stimulate learners to read and research about images in order to elaborate the game and reflect upon its interpretation while playing it. The player explains his/her interpretation of the “rules of action” in the game (which can be drawings, sounds, gestures or utterances) in order to establish a relationship between what was observed in the image and what he/she had previously researched about it. This study is grounded in the ideas of Vygotsky (2009), who encourages the artistic creation, once, for him, human knowledge is constructed by stimulating creative imagination and our production is resultant from the observation of the environment and mediation with “the other” in social interaction. This is a qualitative exploratory field research. It involved children and adolescents aged from 10 to 14 who were taking visual arts lessons (drawing and painting) in non formal learning contexts. It was noticed that the model of game proposed here is an ally for the personalization of teaching because, while being created, it enabled the learners to read and research about the images used, and in the act of playing, it demanded the interpretation and contextualization of those images. Therefore, the development and playability present in this kind of ludic production comprise a model of generation of sensitive and intelligible knowledge that may enable the intervention of learners and teachers in the educational process. The aim of this intervention is to stimulate a protagonist role of the learner by action-reflection, reflection-action upon a contextualized expression using both current digital and analogical means available |
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Hildebrand, Hermes RenatoGomes, Silvia Trentin2019-06-03T12:57:49Z2019-03-28Gomes, Silvia Trentin. Jogo de cartas adaptável e contextualizável para a interpretação de imagens no Ensino de Artes Visuais. 2019. 189 f. Tese (Doutorado em Tecnologias da Inteligência e Design Digital) - Programa de Estudos Pós-Graduados em Tecnologias da Inteligência e Design Digital, Pontifícia Universidade Católica de São Paulo, São Paulo, 2019.https://tede2.pucsp.br/handle/handle/22238This research aims at presenting a model of an adaptive and context aware card game that may be integrated to a digital system in the teaching-learning process of visual arts. The concepts of imagination and social interaction, as delineated by Vygotsky, and curiosity, defined by Paulo Freire, based the design of this game. This proposal intends to provide the students/players with the opportunity to reflect upon the production of their knowledge as they interpret images selected to be used in the game. The need for this research lies on the quantity of visual information without contextualization to which we are currently exposed as well as on the relevance acquired by them when used to stimulate imagination, interaction and curiosity in the process of learners’ cognition. Due to its structure, the process of creating this card game enables the insertion of artistic images that are related to the contents to be taught and to the learners’ realities. By using this model, teachers/mediators may stimulate learners to read and research about images in order to elaborate the game and reflect upon its interpretation while playing it. The player explains his/her interpretation of the “rules of action” in the game (which can be drawings, sounds, gestures or utterances) in order to establish a relationship between what was observed in the image and what he/she had previously researched about it. This study is grounded in the ideas of Vygotsky (2009), who encourages the artistic creation, once, for him, human knowledge is constructed by stimulating creative imagination and our production is resultant from the observation of the environment and mediation with “the other” in social interaction. This is a qualitative exploratory field research. It involved children and adolescents aged from 10 to 14 who were taking visual arts lessons (drawing and painting) in non formal learning contexts. It was noticed that the model of game proposed here is an ally for the personalization of teaching because, while being created, it enabled the learners to read and research about the images used, and in the act of playing, it demanded the interpretation and contextualization of those images. Therefore, the development and playability present in this kind of ludic production comprise a model of generation of sensitive and intelligible knowledge that may enable the intervention of learners and teachers in the educational process. The aim of this intervention is to stimulate a protagonist role of the learner by action-reflection, reflection-action upon a contextualized expression using both current digital and analogical means availableEsta pesquisa visa apresentar um modelo de jogo de cartas adaptável e contextualizável que pode ser integrado a um sistema digital para o ensino e a aprendizagem de artes visuais. O jogo foi desenvolvido com base nos conceitos formulados por Vigotski, referentes à imaginação e interação social, e por Paulo Freire, referente à curiosidade. Com esta proposta, pretende-se que os aprendizes/jogadores reflitam sobre suas respectivas produções de conhecimento ao interpretar imagens selecionadas para o jogo. A necessidade de tal pesquisa acontece em função da quantidade de informações visuais a que somos submetidos atualmente sem contextualizá-las bem como pela relevância por elas adquirida quando as utilizamos para estimular a imaginação, interação e curiosidade no processo de cognição dos aprendizes. O processo de criação do jogo de cartas, devido à sua estrutura, pode ser elaborado com o intuito de possibilitar a inserção de imagens artísticas que se relacionam com os objetivos dos conteúdos a serem ensinados e com a realidade dos aprendizes. Por meio deste modelo, os professores/mediadores podem estimular os aprendizes a ler as imagens e pesquisar sobre elas, para, assim, elaborarem o jogo e refletirem sobre sua interpretação no momento da ação do jogar. O jogador expõe sua interpretação nas “regras de ação” do jogo, que podem ser desenhos, sons, gestos ou falas, de modo a estabelecer relações com o que observou e o que descobriu referente à imagem. A fundamentação teórica segue as ideias de Vigotski (2009), ao estimular a criação artística, já que, para ele, o conhecimento humano é conquistado por meio da imaginação criativa e nossa produção acontece a partir da observação do ambiente e da mediação com o “outro” por meio da interação social. Este trabalho é uma pesquisa exploratória de campo com abordagem qualitativa. Envolveu crianças e adolescentes na idade entre 10 a 14 anos estudando artes visuais (desenho e pintura), em ambientes não formais de aprendizagem. Percebeu-se que o modelo de jogo aqui proposto é um aliado à personalização do ensino, pois, ao ser produzido, possibilitou aos aprendizes ler e pesquisar sobre imagens e, no ato de jogar, demandou a interpretação e contextualização das imagens. Sendo assim, o desenvolvimento e a jogabilidade, neste tipo de produção lúdica, apresenta-se como um modelo de geração de conhecimento sensível e inteligível que pode possibilitar intervenção no processo educacional com vistas a estimular o protagonismo dos aprendizes pela ação-reflexão, reflexão-ação de uma expressão contextualizada, utilizando-se dos meios digitais e analógicos atuaisCoordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/49192/Silvia%20Trentin%20Gomes.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Tecnologias da Inteligência e Design DigitalPUC-SPBrasilFaculdade de Ciências Exatas e TecnologiaJogo de cartas adaptávelLudicidadeInterpretação de imagensAdaptive card gameLudicityInterpretation of imagesCNPQ::ENGENHARIASJogo de cartas adaptável e contextualizável para a interpretação de imagens no Ensino de Artes Visuaisinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTSilvia Trentin Gomes.pdf.txtSilvia Trentin Gomes.pdf.txtExtracted texttext/plain419962https://repositorio.pucsp.br/xmlui/bitstream/handle/22238/4/Silvia%20Trentin%20Gomes.pdf.txt5a017f42d3baf4e1fdff1a8d9189e834MD54LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
Jogo de cartas adaptável e contextualizável para a interpretação de imagens no Ensino de Artes Visuais |
title |
Jogo de cartas adaptável e contextualizável para a interpretação de imagens no Ensino de Artes Visuais |
spellingShingle |
Jogo de cartas adaptável e contextualizável para a interpretação de imagens no Ensino de Artes Visuais Gomes, Silvia Trentin Jogo de cartas adaptável Ludicidade Interpretação de imagens Adaptive card game Ludicity Interpretation of images CNPQ::ENGENHARIAS |
title_short |
Jogo de cartas adaptável e contextualizável para a interpretação de imagens no Ensino de Artes Visuais |
title_full |
Jogo de cartas adaptável e contextualizável para a interpretação de imagens no Ensino de Artes Visuais |
title_fullStr |
Jogo de cartas adaptável e contextualizável para a interpretação de imagens no Ensino de Artes Visuais |
title_full_unstemmed |
Jogo de cartas adaptável e contextualizável para a interpretação de imagens no Ensino de Artes Visuais |
title_sort |
Jogo de cartas adaptável e contextualizável para a interpretação de imagens no Ensino de Artes Visuais |
author |
Gomes, Silvia Trentin |
author_facet |
Gomes, Silvia Trentin |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Hildebrand, Hermes Renato |
dc.contributor.author.fl_str_mv |
Gomes, Silvia Trentin |
contributor_str_mv |
Hildebrand, Hermes Renato |
dc.subject.por.fl_str_mv |
Jogo de cartas adaptável Ludicidade Interpretação de imagens |
topic |
Jogo de cartas adaptável Ludicidade Interpretação de imagens Adaptive card game Ludicity Interpretation of images CNPQ::ENGENHARIAS |
dc.subject.eng.fl_str_mv |
Adaptive card game Ludicity Interpretation of images |
dc.subject.cnpq.fl_str_mv |
CNPQ::ENGENHARIAS |
description |
This research aims at presenting a model of an adaptive and context aware card game that may be integrated to a digital system in the teaching-learning process of visual arts. The concepts of imagination and social interaction, as delineated by Vygotsky, and curiosity, defined by Paulo Freire, based the design of this game. This proposal intends to provide the students/players with the opportunity to reflect upon the production of their knowledge as they interpret images selected to be used in the game. The need for this research lies on the quantity of visual information without contextualization to which we are currently exposed as well as on the relevance acquired by them when used to stimulate imagination, interaction and curiosity in the process of learners’ cognition. Due to its structure, the process of creating this card game enables the insertion of artistic images that are related to the contents to be taught and to the learners’ realities. By using this model, teachers/mediators may stimulate learners to read and research about images in order to elaborate the game and reflect upon its interpretation while playing it. The player explains his/her interpretation of the “rules of action” in the game (which can be drawings, sounds, gestures or utterances) in order to establish a relationship between what was observed in the image and what he/she had previously researched about it. This study is grounded in the ideas of Vygotsky (2009), who encourages the artistic creation, once, for him, human knowledge is constructed by stimulating creative imagination and our production is resultant from the observation of the environment and mediation with “the other” in social interaction. This is a qualitative exploratory field research. It involved children and adolescents aged from 10 to 14 who were taking visual arts lessons (drawing and painting) in non formal learning contexts. It was noticed that the model of game proposed here is an ally for the personalization of teaching because, while being created, it enabled the learners to read and research about the images used, and in the act of playing, it demanded the interpretation and contextualization of those images. Therefore, the development and playability present in this kind of ludic production comprise a model of generation of sensitive and intelligible knowledge that may enable the intervention of learners and teachers in the educational process. The aim of this intervention is to stimulate a protagonist role of the learner by action-reflection, reflection-action upon a contextualized expression using both current digital and analogical means available |
publishDate |
2019 |
dc.date.accessioned.fl_str_mv |
2019-06-03T12:57:49Z |
dc.date.issued.fl_str_mv |
2019-03-28 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
Gomes, Silvia Trentin. Jogo de cartas adaptável e contextualizável para a interpretação de imagens no Ensino de Artes Visuais. 2019. 189 f. Tese (Doutorado em Tecnologias da Inteligência e Design Digital) - Programa de Estudos Pós-Graduados em Tecnologias da Inteligência e Design Digital, Pontifícia Universidade Católica de São Paulo, São Paulo, 2019. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/22238 |
identifier_str_mv |
Gomes, Silvia Trentin. Jogo de cartas adaptável e contextualizável para a interpretação de imagens no Ensino de Artes Visuais. 2019. 189 f. Tese (Doutorado em Tecnologias da Inteligência e Design Digital) - Programa de Estudos Pós-Graduados em Tecnologias da Inteligência e Design Digital, Pontifícia Universidade Católica de São Paulo, São Paulo, 2019. |
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Pontifícia Universidade Católica de São Paulo |
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Brasil |
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Pontifícia Universidade Católica de São Paulo |
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