Aprender brincando: jogos como ferramenta no ensino de matemática nas escolas do campo

Abstract

This study investigates how mathematical games can be adapted to the context of field education, taking into account the cultural and social realities of students. The general objective of the research is to investigate ways of adapting mathematical games to the context of field education, aiming to integrate the cultural and social realities of students in mathematics teaching. The specific objectives include: identifying cultural and social elements relevant to the adaptation of mathematical games, developing guidelines to facilitate their replication by early-year teachers, and proposing mathematical games that engage with the daily practices of field students. The research has a qualitative and exploratory approach, based on a literature review, with the aim of building a solid theoretical basis on the topic. The research was conducted in four stages: surveying the cultural and social elements of the countryside, developing guidelines for adapting the games, proposing contextualized mathematical games, and analyzing the feasibility of these games for the rural school context. The results indicate that adapting mathematical games to the context of field education is essential to make teaching closer to the reality of students, valuing local knowledge and promoting more meaningful learning. The research offers practical guidelines and pedagogical strategies that help educators to integrate adapted games effectively, favoring the professional training of teachers and the contextualization of mathematics teaching.