Banca de QUALIFICAÇÃO: LUCAS FERREIRA COSTA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : LUCAS FERREIRA COSTA
DATE: 09/02/2023
TIME: 09:00
LOCAL: Link videoconferência https://meet.google.com/kaj-wxfe-yfa?hs=122&authuser=1
TITLE:

Leading education through the proposition of games in chemistry teaching by teachers in training in the city of Arapiraca-AL

KEY WORDS:

Leading education; Teaching chemistry; Teacher training; Pedagogical practices; Games proposal

PAGES: 140
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

The teaching-learning process of chemistry, offered in basic education, is not consistent with the profile of the Covid-19 post-polypandemic student. A plausible resource for this is the use of games and playful activities to teach chemistry. It is evident that such a change should begin in the initial training of teachers, with the use of practices, rationale, and criticality that diversifies the current transmissive practices. Therefore, this master's thesis is presented in multiple articles. Its objective is to present and discuss a model of protagonist education through the proposition of games in chemistry teaching by teachers in formation in the city of Arapiraca-AL. This research is qualitative, of the case study type, and had its methodology diversified by the triangulation of data, method, researchers, and hypotheses. In addition to the proposition of theoretical chapters and classroom applications, at the core of this dissertation, a content analysis was carried out through a survey via questionnaire and the application of a teaching situation aiming at the proposition of games by a group of thirteen (13) chemistry teachers in training at UFAL-Arapiraca. The results pointed out that the participants' Ludic Culture does not diverge even in relation to housing, race and social class; however, there was divergence in relation to genders and age groups. According to the Piagetian perspective, men are permanent players during childhood, adolescence, and adulthood; besides unisex games, in childhood they played games that they will carry with them for life: cart, soccer, motorcycle, etc.; the variety of games gradually decreased with time. The women, on the other hand, did not show themselves as permanent players; even with unisex games, they played in childhood with games that reminded them of domestic life: doll, house, food, etc.; and they stopped playing in adolescence, to study and fulfill domestic chores. The only representative of the LGBTQIA+ community, a cis gay man, is a permanent player; he used to play unisex games in his childhood, but with intersections with men's and women's games: teddy bears; and after his sexual acceptance, he abandoned collective games, limiting himself to digital ones. In relation to the proposition of games: it was evidenced the lack of practice in proposing games in the chemistry course at UFAL, it was noticed that the undergraduate students propose based on their ludic culture and that those who are permanent players had an easier time proposing a re-signified or authorial game. We conclude that: teachers in training tend to teach the same way they usually learn, that the contact in the initial training with playful and leading practices is a reinforcement for its perpetuation in the basic network, that games present a character of non-social exclusion, that the segregation of games in relation to gender is a matter of social power and that it needs further studies.

BANKING MEMBERS:
Externo(a) à Instituição - JOAQUIM FERNANDO MENDES DA SILVA - UFRJ
Presidente - 785.483.226-91 - MARLON HERBERT FLORA BARBOSA SOARES - UFG
Interno(a) - 1649919 - WILMO ERNESTO FRANCISCO JUNIOR