Jogos de cartas como recurso lúdico no ensino de Cinemática

• Ano de defesa: 2025
• Autor(a) principal: Lima Filho, Francisco Mauro Matias
• Orientador(a): Oliveira, Claudio Lucas Nunes de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Link de acesso: http://repositorio.ufc.br/handle/riufc/81780
• topic: Jogos educacionais; Ludicidade; Ensino de Física; Educational games; Ludicity; Physics teaching

The teaching of Physics in high school faces significant challenges, such as students` difficulty in understanding abstract concepts, lack of engagement in traditional classes, and the predominance of expository methodologies that offer little incentive for active student participation. In this context, this study investigates the use of a card game as a playful resource for teaching kinematics, exploring its potential to make learning more dynamic and accessible. Grounded in Vygotsky´s sociocultural theory (1991) - which emphasizes the role of social interaction and cultural environment in the construction of knowledge - the study aims to analyze how playfulness can facilitate the understanding of fundamental kinematics concepts and contribute to students9 cognitive development. To this end, an educational card game was developed and implemented, and its impact on learning was assessed through pre- and post-tests applied in the classroom. Additionally, student motivation and engagement were analyzed based on observations made during the game's application and a perception questionnaire administered afterward. The results, obtained with a 10th-grade high school class, indicate a significant improvement in student performance, as evidenced by comparative test scores and questionnaire responses. We conclude that the use of card games in Physics teaching significantly contributes to student learning by making classes more interactive and enhancing the assimilation of abstract concepts through playfulness. This approach represents a promising alternative to traditional methodologies by promoting active and contextualized student engagement.