O JOGO COMO RECURSO PEDAGÓGICO PARA O ENSINO DE BIOLOGIA

Abstract

Many basic education institutions are now being challenged to change their teaching practices in an attempt to better serve their students, and therefore, teachers are being charged with introducing differentiated, more attractive methods into their pedagogical practices and, above all, facilitators of learning. Thus, this research aimed to understand the contribution of games as a pedagogical resource for the teaching-learning process of Biology in the high school of a public school in the city of Areia - PB. From this, we sought to understand the students' view of the game used as a pedagogical resource; to understand the level of acceptance regarding the games used in the classroom and to evaluate the learning obtained after the use of a pedagogic game. It was used as theoretical reference Kuazaqui (2016), Moran (2017), PCN+Brazil (2002), Campos, Bortolo and Felício (2003), Longo (2012), Diesel, Baldez, Martins (2017), Fialho (2008). From the point of view of the procedures, the research in question is considered descriptive and exploratory. For that, the quanli-quantitative approach was used to collect data based on the achievement, participation and observation of classes with games in the natural environment of the research (classrooms) and the application of questionnaires to 52 students. Following the description of these games and the observations around these, quantification of data, used in the construction of graphs subsequently interpreted. Based on the results, it is understood that the games are viewed in a pleasant way by the students who accepted it positively, besides helping to learn the studied content. In this way, it is an important pedagogical resource that contributes with improvements in the teaching-learning process. Thus, the relevance of this research is recognized, as it shows the possible favorable contributions that games can offer to the teaching-learning process.