Design digital aplicado ao desenvolvimento de um jogo educativo para a promoção da competência socioemocional autoconsciência e da tomada de decisão responsável em crianças do fundamental I

Abstract

Emotions are one of the foundations of human beings, and learning to deal with them, especially in childhood, is fundamental. The formation of emotional education contributes directly to the quality of life of children and adults. In Brazil, a large part of students experience significant difficulties. This scenario, especially in contexts of vulnerability, reinforces the importance of offering tools that support the development of socio-emotional skills, grounding, and mental health. Pedagogy is the science that deals with the education of children, going hand in hand with Psychology, and although they have different roles, both act in coordination for the construction of early childhood education. To define the concept of education, Vygotsky, in his book Educational Psychology, quotes Blonski: "education is the premeditated, organized and prolonged influence on the development of an organism." Vygotsky argues that the development of the human being takes place within the social context, this being one of the factors that influence human behavior, where the school is inserted as a direct agent. In Brazil, the National Common Curriculum Base (BNCC) reinforces the need for tools that respect individualities and encourage learning through interaction and play to contribute to a good early childhood education. In this context, this work proposes the conception of a design product: an educational PEDAGOGICAL RESOURCE that aims to help children aged 7 to 11, in the post-literacy phase, so that they can explore and express their emotions in a playful way within their school social context with the help of their teachers. The purpose of this tool is to create development opportunities within the school, where children can practice their responsible decision-making, one of the competencies defined by the framework developed by CASEL, an organization composed of a group of diverse researchers specialized and committed to the social and emotional learning of children and young people.