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Contribuições formativas no desenvolvimento de gameboard por estudantes de pedagogia
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Abstract(s)
A formação do pedagogo tem que atender as diversas modalidades educativas. Contudo, há uma concepção de priorizar nos cursos de Pedagogia a educação formal. Diante disso, este projeto de pesquisa apresenta os dados preliminares do estudo que tem por objetivo analisar como o desenvolvimento e a aplicação de gameboards em espaços de educação não formal podem contribuir na formação dos estudantes de Pedagogia. Como o campo da educação não formal difere das práticas educativas que ocorrem na educação formal é significativo entender como se dão as práticas pedagógicas nos espaços não formais. É relevante aprender a desenvolver atividades e artefatos, como jogos, visto que estimulam e propiciam a aprendizagem de diferentes formas. A pesquisa é do tipo qualitativa baseada em uma abordagem de estudo de caso sobre os estudantes de Pedagogia que construíram gameboards para os espaços de educação não formal. A pesquisa foi desenvolvida em uma turma do 4° período do curso de Pedagogia do Centro de Educação da Ufal. Assim, o desenvolvimento deste projeto demonstra como dados preliminares sobre a constituição identitária do pedagogo de forma plena e efetiva está relacionada ao seu processo formativo ao longo da graduação e que a experiência da construção de um gameboard pode ser enriquecedora para a formação do pedagogo.
The training of pedagogues has to take into account the various educational modalities. However, there is a concept of prioritizing formal education in Pedagogy courses. In view of this, this research project presents preliminary data from a study that aims to analyze how the development and application of gameboards in non-formal education spaces can contribute to the training of Pedagogy students. As the field of non-formal education differs from the educational practices that take place in formal education, it is important to understand how pedagogical practices take place in non-formal spaces. It is important to learn how to develop activities and artifacts, such as games, since they stimulate and promote learning in different ways. This is a qualitative study based on a case study approach about Pedagogy students who built gameboards for non-formal education spaces. The research was carried out in a 4th period Pedagogy class at Ufal's Education Center. Thus, the development of this project demonstrates how preliminary data on the identity constitution of the pedagogue in a full and effective way is related to their training process throughout graduation and that the experience of building a gameboard can be enriching for the pedagogue's training.
The training of pedagogues has to take into account the various educational modalities. However, there is a concept of prioritizing formal education in Pedagogy courses. In view of this, this research project presents preliminary data from a study that aims to analyze how the development and application of gameboards in non-formal education spaces can contribute to the training of Pedagogy students. As the field of non-formal education differs from the educational practices that take place in formal education, it is important to understand how pedagogical practices take place in non-formal spaces. It is important to learn how to develop activities and artifacts, such as games, since they stimulate and promote learning in different ways. This is a qualitative study based on a case study approach about Pedagogy students who built gameboards for non-formal education spaces. The research was carried out in a 4th period Pedagogy class at Ufal's Education Center. Thus, the development of this project demonstrates how preliminary data on the identity constitution of the pedagogue in a full and effective way is related to their training process throughout graduation and that the experience of building a gameboard can be enriching for the pedagogue's training.
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Formação Ensino superior Jogos Pedagogia Training Higher education Games Pedagogy
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Universidade Aberta. LE@D