Aprendizagem social no jogo Equilíbrio Geométrico (PNAIC): por uma analítica existencial do movimento

Abstract

This research investigated the process of social learning through the body communication modes of the students of elementary school from a public school at the time of the game Geometric Balance of the National Pact for Literacy in the Age One - PNAIC. We can question-problem: bodily communication modes present in the PNAIC game practice contribute to the development of social learning? The study aims to analyze social learning by bodily communication modes present in the game situation. It is a descriptive, qualitative, characterized as a case study. The study was developed with the collaboration of 24 children aged between 7 and 8 years of the 3rd year of elementary school at the Escola Estadual Gilberto Rola, located in the Rural Area of the city of Mossoró, Rio Grande do Norte. They were used as data collection instruments participant observation, the field diary, observation protocol and the dialogical group. The game Geometric Balance was implemented in the school routine in four classes conducted by literacy teacher accompanied by the researcher teacher. The collected data on participant observation and the field diary were analyzed by Analytic Existential Movement (Gomes-da-Silva, 2012; 2011; 2001) and the Social Cognitive Theory (Albert Bandura, 1986, 1977, 2008). Data from the dialogical group were investigated by content analysis (Bardin, 2011). The study shows that social modeling developed in the game Geometric balance was driven by body communication mode "primordial of fronting" by having a competitive character action immediately and creative. The so that children move is a means of driving the communication behavior modeling process and therefore social learning. We conclude that learning the game Geometric Balance depart directly from interactions between players in this communication process is to promote creativity and competitiveness between subjects, reverberating significant new interactive practices.