Banca de DEFESA: LUCAS FERREIRA COSTA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : LUCAS FERREIRA COSTA
DATE: 18/07/2023
TIME: 09:30
LOCAL: Campus Arapiraca
TITLE:

Ludic Education of Protagonism in the teaching and formation ofChemistry teachers: the proposition of games by teachers in training

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 and higher education, is not
consistent with the profile of post-polypandemic Covid-19 students. A plausible resource for
this is the use of games and recreational activities for a Playful Education of Protagonism.
We show that such a change must begin in the initial training of teachers, with the use of
practices, resources, fundamentals and criticality, which diversify from the current
transmissive pedagogy. Therefore, this master's thesis is presented in multiple articles, and
its objective is to analyze the propositions of games for teaching Chemistry according to
undergraduate students in chemistry in the city of Arapiraca-AL, as well as to discuss,
substantiate and propose a model of Ludic Education for Starring. This research is
qualitative, of the case study type and had its methodology diversified by the triangulation of
data, method, researchers and hypotheses. For that, a content analysis was carried out
through the survey via questionnaire and the application of a proposition of games by 13
(thirteen) chemistry graduates at UFAL-Arapiraca. The results showed that the Ludic Student
Culture of the participants does not differ even in terms of housing, race and social class;
however, there was divergence in relation to gender and age groups. It is concluded that:
teachers in training tend to teach in the same way they learn, that contact in initial training
with ludic and protagonist practices is a reinforcement for their perpetuation in the basic
network, that games present a character of non-social exclusion, that segregation of games
in relation to gender is a matter of social power and that needs further studies, that university
professors of specific disciplines at UFAL have not used games to teach, while professors of
pedagogical disciplines use games without a critical and theoretical deepening, that the
consideration of Student Ludic Culture improves the proposition of games, that the
proposition model developed proved to be adequate for the initial formation of chemistry
teachers, that the specific literature of chemical education still needs to investigate more
about the ludic in the initial formation of teachers and proposition of games, that games and
other attractive practices for teaching chemistry enable student protagonism and improve
interaction between teacher/students/contents/environments.

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