Ludicidade & ensino de ciências: como esse elo didático pode atuar na ressignificação do fazer pedagógico?

• Ano de defesa: 2020
• Autor(a) principal: Santos , Gabriel Jerônimo Silva
• Orientador(a): Carvalho , Plauto Simão de
• Banca de defesa: Carvalho , Plauto Simão de, Miranda, Sabrina do Couto de, Silva , Wender Faleiro da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Goiás
• Programa de Pós-Graduação: Programa de Pós-Graduação Stricto sensu Mestrado Profissional em Ensino de Ciências (PPEC)
• Departamento: UEG ::Coordenação de Mestrado Profissional em Ensino de Ciências
• País: Brasil
• Palavras-chave em Português: Lúdico; Ensino de Ciências; Novas Metodologias; Formação Continuada; Aprendizagem Significativa
• Palavras-chave em Inglês: Ludic; Science Teaching; New Education Methodologies; Continuing Education; Meaningful Learning
• Área do conhecimento CNPq: ENSINO-APRENDIZAGEM::METODOS E TECNICAS DE ENSINO
• Link de acesso: http://www.bdtd.ueg.br/handle/tede/411

In the current educational context, the search for challenging and innovative teaching strategies by teachers undoubtedly acquires greater visibility in the educational field. The implementation of the ludic in science teaching in a formative didactic bias aims to broaden the methodological repertoire of the teacher and further enhance their creative ability to prepare classes and rescue the interest in scientific content by students. Due to the misrepresentation of the image of science still widespread in schools, it is necessary to develop new methodological strategies aimed at improving the teaching of science in basic education. In this sense, throughout the chapters covered will be explored different playful aspects related to teaching since its historical evolution, its role as a propelling tool of new educational methodologies and the didactic advances that can be achieved by exploring new playful dimensions to redefine pedagogical actions. Empowering debates and discussions related to playfulness is crucial, so that skills are developed as an alternative to alleviate barriers and ensure improvements to the teaching process that linked to continuing education may favor the expansion of teaching apparatus towards meaningful learning. Based on this context, Science Teaching will assume a new pedagogical configuration, based on the exchange of experiences and dialogicity in a permanent reflexive critical bias.