Tendências da utilização do lúdico no ensino de ciências e biologia: uma análise documental dos trabalhos publicados no VIII ENEBIO

Abstract

The teaching of Science and Biology constantly deals with numerous challenges, such as the need to explain a large number of complex natural processes and to deal with a vocabulary that is far from the student's reality. In this way, many teachers in this area seek alternative methods that make teaching more attractive and closer to the student. With this, the ludic stands out as a broad process of meanings and with multiple potentialities in teaching. In this sense, this work aims to evaluate trends in the use of playful activities in Science and Biology teaching through a documental analysis of the eighth edition of the National Meeting of Biology Teaching (ENEBIO). Thus, the work methodology was classified as quali-quantitative and exploratory research, whose data interpretation was done through content analysis. Thus, an initial reading of 133 works was carried out, 73 of which were excluded from the analysis because they did not fit the established selection criteria. Subsequently, the categorization process was carried out within 7 topics of analysis, playful strategies; objectives and results of the ludic proposals; most discussed topics and subjects; difficulties in ludic teaching; forms of evaluation; location of works; levels and modalities of teaching. The results of the analysis indicated games and didactic models as the most used ludic strategies, but revealed a great diversity of ways in understanding the role of ludic in Science and Biology teaching, with more than 20 different types of strategies. In addition, this multiplicity in understanding the ludic also stood out in the various teaching objectives and forms of evaluation, in view of the potential of the ludic in promoting creativity, awareness and dynamism for the classes in order to enable the development of the student in different areas, such as social, cognitive and affective.