O jogo didático na aprendizagem da leitura e da escrita
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2016-11-29
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O presente relatório visa uma reflexão sobre a importância do jogo no processo de ensino-aprendizagem, mais concretamente na aprendizagem da leitura e da escrita. Após uma longa pesquisa em sítios, revistas e, sobretudo, em livros, compreendemos a sua importância quer como promotor de crescimento integral da criança, quer como facilitador de aprendizagens. Como promotor de construção da personalidade da criança, o jogo deve estender-se a vários domínios, nomeadamente ao cognitivo, afetivo e social. Como via e facilitador de aprendizagens, pode dizer-se que o jogo é um instrumento através do qual a criança, de uma forma agradável, adquire conhecimento e compreende a importância da existência de regras. Desta forma, numa primeira fase deste trabalho, abordamos a utilização do jogo no ensino ao longo dos tempos, seguida de uma breve diferenciação entre jogo, brinquedo e brincadeira. Após isto, debruçamo-nos, de uma forma mais aprofundada, sobre o conceito central deste trabalho – o jogo –, segundo perspetivas de alguns autores. Seguidamente, mencionamos a importância da utilização do mesmo em sala de aula, bem como apresentamos alguns exemplos práticos que podem ser utilizados como promotores da aprendizagem da leitura e da escrita. Para finalizar a primeira parte, abordamos o papel do professor perante a utilização do jogo. Numa segunda fase do trabalho, caracterizamos as instituições onde foram realizadas as práticas pedagógicas supervisionadas e, posteriormente, descrevemos e refletimos sobre as planificações realizadas no âmbito do tema.
This report aims to stimulate a debate about the importance of game in the teaching-learning process, with emphasis on the learning of reading and writing. After a considerable research in web sites, in magazines, and mainly in books, one can understand its implication, on the one hand as a promoter of the child’s whole growth, and on the other hand as a learning facilitator. As a promoter of the child’s personality building, the game should span a number of domains, such as the cognitive, the affective, and the social ones. As a mean and as a facilitator of learning, it can be said that the game is an instrument through which and in a pleasant way, the child acquires knowledge and understands the importance of rules. Thereby, in the first stage of this work, we will be addressing to the using of game in teaching throughout times, followed by a brief distinction between game, toy and play. Hereupon, we will focus, more thoroughly, in the main concept of this report – the game –according to several authors’ perspectives on the subject. Then, we will point out the importance of the using of game in the classroom, as well as we will present some practical examples that can be used as promoters of reading and writing learning processes. To complete the first part we will approach to the role of the teacher in the case of using the game as a mean. In the second part of this work, we will characterize the institutions where the pedagogical practices were taken and supervised, and after that we will describe and we will ponder upon the planning made within the scope of the theme.
This report aims to stimulate a debate about the importance of game in the teaching-learning process, with emphasis on the learning of reading and writing. After a considerable research in web sites, in magazines, and mainly in books, one can understand its implication, on the one hand as a promoter of the child’s whole growth, and on the other hand as a learning facilitator. As a promoter of the child’s personality building, the game should span a number of domains, such as the cognitive, the affective, and the social ones. As a mean and as a facilitator of learning, it can be said that the game is an instrument through which and in a pleasant way, the child acquires knowledge and understands the importance of rules. Thereby, in the first stage of this work, we will be addressing to the using of game in teaching throughout times, followed by a brief distinction between game, toy and play. Hereupon, we will focus, more thoroughly, in the main concept of this report – the game –according to several authors’ perspectives on the subject. Then, we will point out the importance of the using of game in the classroom, as well as we will present some practical examples that can be used as promoters of reading and writing learning processes. To complete the first part we will approach to the role of the teacher in the case of using the game as a mean. In the second part of this work, we will characterize the institutions where the pedagogical practices were taken and supervised, and after that we will describe and we will ponder upon the planning made within the scope of the theme.
Descrição
Dissertação de Mestrado em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico
Palavras-chave
Jogo , Ensino/aprendizagem , Leitura , Escrita