ESTUDO DO LÚDICO ENQUANTO METODOLOGIA ATIVA PARA O ENSINO DE GEOGRAFIA NA EDUCAÇÃO BÁSICA E FORMAÇÃO INTEGRAL

Abstract

In the present study we aim to investigate characteristics of game activities as an active methodology in pedagogical practices in the teaching of Geography, in the 2nd grade of High School. We planned to develop a qualitative case study as a type of research. This was held at a school affiliated to the State Department of Education, located in the city of Itumbiara-GO, Brazil. Participated in the research 33 students of a class of the 2nd grade of High School, this series, which presents contents directly linked to the performance of students as citizens, both in society and in professional performance. Five teachers from the Geography discipline of the same institution also participated. In the diagnostic phase, an open questionnaire, consisting of nine questions, was applied to the 33 students, and also, an interview with 13 questions answered by five teachers. With the student's active involvement since the selection of content until the choices of the types of games to be produced and their rules, we are proposing 4 categories of his involvement according a ludic intentionality of the teacher and the development of a playful attitude so that he could make his choices and take his decisions with more autonomy positioning themselves as subjects capable of critically reflecting about their position and their duties in this world. Were necessary 12 classes for the final production and application of the games. After that, we organized the educational product “Notebook of Didactic Guidelines for the elaboration and making of games for geography learning”, seeking a meaningful learning of geographical concepts and active participation of students. It is a notebook, consisting of 72 pages, providing a basis for promoting more meaningful learning and some suggestions and links for the construction and application of activities with the active participation of students, including the step by step and the entire didactic sequence used for the elaboration and use of ludic activities, in the classes of this discipline. It was necessary to use a Google Forms online forms were used to evaluate the proposed activities both from a conceptual point of view and aspects of gameplay, creativity and levels of interaction and responsibility involved. We believe, therefore, that the elaboration and application of games would allow the student to act reflexively on the living environment and to review the meaning of words and make relations with the geographical concepts; they were involve in a cooperative way when making their decisions, because the playful commitment that was built in the elaboration of games and involvement in carrying out activities, allowed actions that normally do not happen in traditional education, overcoming the idea that only memorize are necessary for accumulating knowledge needed to enter a Higher Education Institution (HEI) and / or have a profession. With the student's active involvement since the selection of contents and choices of the types of games to be produced, they could be positioned themselves in a more participatory way, positioning themselves as beings capable of critically reflecting on their position and function in this world. This propose of educational formation could bring contributions for development of an integral and omnilateral human training, in which, regardless of the chosen professional future, it could be do self-learning and development of reflections that strengthen a more critical posture in the society.