Jogo e mediação social: um estudo sobre o desenvolvimento e a aprendizagem em alunos do ensino fundamental

AUTOR(ES)
DATA DE PUBLICAÇÃO

2002

RESUMO

This study had as an objective, to verify if Elementary and early High School children are able to acquire new knowledge, develop new abilities and use new cognitive strategies, using games with explicit rules,through social mediation, as a resource to solve problems, track down cognitive processes and optimise the learning. Established on Vygotsky s postulate that it is in and by the interactions of the subject with the physical and social environment that knowledge is constructed, this study has had as a support, for the data collection, the instrument used by Ribeiro (2001) - the game of the good questions - in this case, its procedures had been adapted according to its objectives. Four case studies have been carried out, with nine-year-old boys, who are students on the third year of Elementary School at a public school. At first, the children had explored the material, were aware of the rules of the game and classified pictures according to their previous knowledge abilities and strategies. Later on, there were interventions, in the sense of helping the attendants of this game to take control of its rules and of the good player s strategy, with an inversion of roles: research student; student, by means of optimising the necessary learning. Finally, the extension of knowledge, abilities and cognitive strategies acquired, during the game, has been verified through interactions. The results have indicated that the utilization of the game, through a mediation that takes into account the levels of real development, promotes a development that amplifies the learning possibilities and, also, has a positive impact on self-esteem, propitiating a higher possibility of success, in new game s situations

ASSUNTO(S)

aprendizagem psicologia educacional jogos educativos ensino fundamental

ACESSO AO ARTIGO

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