O jogo como parceiro da ação pedagógica de ensino e avaliação nos anos iniciais do ensino fundamental.

Abstract

Currently, it is argued that teaching should be attractive to the student and that the teaching materials used are playful and challenging. However, children in the 4th and 5th grades have shown a lack effective and innovative actions to improve learning, becoming a fertile ground for research and intervention initiatives. Given this scenario, the research aimed to develop and trial a pedagogical kit containing a game that articulated linguistic knowledge, guidance manuals and assessment instrument, for students in the 4th and 5th grades respectively. For this, a field research was carried out with 36 children and five teachers from a school in the municipal network of Fortaleza to capture information through the techniques of interviews and observations that helped in the development of the game, as well as in the product testing phase. The game Descobrindo Fortaleza developed during the research was thought from a pedagogical perspective to stimulate attitudes of respect and cooperation in interaction with the school contents related to the curricular components of Portuguese Language, History and Geography and for that it used the transversal theme Cultural Patrimony of Fortaleza. In line with Macedo's proposal, Petty and Passos (2000), the pedagogical game with rules favors the learning of knowledge and social relationships in the school context. Qualitative data from field collection were analyzed using Content Analysis (BARDIN, 2011). The conclusions of the research were: conception of the game which is the importance of playfulness in the classroom is clear, it was not possible to witness playfulness in the pedagogical practice of all teachers; it was possible to witness the articulation of some teachers to contemplated interdisciplinarity; absence of a systematic assessment regarding attitudinal contents; the teachers, in general, observed and evaluated the contents related to the content; the children demonstrated that they had no difficulty with the dynamics of the game; the game favored the emergence of situations that demanded strategies from the children to resolve problems; the children's speeches it was possible to find the presence of the playful person in the teaching and learning process stimulated by the game; the self-assessment script makes it possible to be submitted in any school content after an activity with educational games, as it stimulates the reflection of the participatory and active subject of the learning action; that activities with pedagogical games need a systematic way to assess the effects on children related to learning, such as attitudinal and conceptual contents; the self-assessment tool developed by the researcher, validated after the children's experience with the game, it feeds that the teacher's reflective practice on his action and allows children to perceive and express themselves within the process. In view of all the aspects exposed in this study, it can be said that the proposed thesis has been met, which is that the game can be a great ally in the pedagogical action of teaching and assessment if it brings an interdisciplinary proposal and complementary materials that assist the teacher in conducting content teaching and learning assessment.