A construção do jogo Kogoca na interface entre avaliação em larga escala e aprendizagem matemática
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Data
2017-03-31
Autores
Gois-Caio, Eva Aparecida de [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Desde os anos 90 até os dias atuais, as Avaliações de Larga Escala (ALEs) tornaram-se um mecanismo presente nos sistemas de ensino. Na Educação Básica, os principais instrumentos de avaliação da aprendizagem são o Sistema de Avaliação da Educação Básica (SAEB), que avalia o Ensino Fundamental, e o Exame Nacional de Ensino Médio (ENEM). A partir dos resultados do SAEB é calculado o Índice de Desenvolvimento da Educação Básica (IDEB), que se tornou referencial de qualidade das redes municipal e estadual. Ao longo da série histórica de avaliações, é possível reconhecer que, em relação à aprendizagem matemática, os resultados mostram, sistematicamente, que a escola pública brasileira não tem conseguido produzir significativos índices em relação à aprendizagem das crianças. Tais resultados em Matemática, particularmente sensível quanto aos resultados da aprendizagem, reforça o caráter histórico dessa área de conhecimento escolar, que apresenta altos níveis de reprovação e rejeição por parte dos alunos. O presente estudo discute a respeito desse panorama de consolidação das ALEs e seus resultados em Matemática, e tem por objetivo a construção de um jogo na interface entre ALEs e aprendizagem matemática, a fim de contribuir com o ensino de Matemática para além das avaliações externas. Neste contexto, defende-se o desenvolvimento do pensamento teórico matemático de estudantes dos anos iniciais do ensino fundamental. Para tanto toma por base resultados de uma rede municipal do interior do Estado de São Paulo, especialmente em uma de suas escolas, tomado por universo de estudo em relação aos resultados da aplicação de um simulado da Prova Brasil, no 5º ano, que foram considerados para a formulação de questões (quiz). A metodologia da pesquisa é qualitativa e tem por base os princípios de construção de objetos de aprendizagem, o qual permite articular conhecimento matemático e jogos digitais. O resultado foi o jogo nomeado Kogoga, com características que integram: conteúdo matemático que atende os direitos de aprendizagem e descritores estabelecidos pelo Instituto Nacional de Estudos e Pesquisas (INEP), história da matemática; pensamento teórico, linguagem adequada para faixa etária: tanto escrita como visual.
Since 90’s until the present day, Large-Scale Assessments (ALEs) became a mechanism present in educational systems. Basic Education in Brazil has as main instruments of learning evaluation the Evaluation System of Basic Education (SAEB), which evaluates the Elementary School, and the National High School Exam (ENEM). From the results of SAEB is calculated the Basic Education Development Index (IDEB), which has become a benchmark of quality in municipal and state education networks. Along the historical series of evaluations, it is possible to recognize that, in relation to mathematics learning, the results show, systematically, that the Brazilian public school hasn't been able to produce significant indexes in relation to children's learning. Such results in Mathematics, particularly sensitive regarding learning outcomes, reinforces the historical character of this school knowledge area, which features high levels of disapproval and rejection by part of students. The present dissertation discusses about this overview of ALES consolidation and their results in the discipline of Mathematics, and has as objective to develop a game at the interface between ALEs and Math learning, in order to contribute to Mathematics teaching apart from the external evaluations. In this context, this work argues the development of theoretical and mathematical thinking of students from the early years of elementary school. For this purpose, this work has been based on municipal schools network results located in the State of São Paulo, especially in one of its schools, considering as universe of study the results of the application of a simulated Brazil Test, in the fifth grade, which are considered by formulation of issues (quiz). The research methodology is qualitative and is based on the principles of construction of learning objects, which allows articulate mathematical knowledge and digital games. The result was a game named Kogoga, with features that integrate: mathematical content that meets the learning rights and descriptors set out by National Institute of Studies and Research (INEP), mathematics history; theoretical thinking, suitable written and visual language for appropriated age.
Since 90’s until the present day, Large-Scale Assessments (ALEs) became a mechanism present in educational systems. Basic Education in Brazil has as main instruments of learning evaluation the Evaluation System of Basic Education (SAEB), which evaluates the Elementary School, and the National High School Exam (ENEM). From the results of SAEB is calculated the Basic Education Development Index (IDEB), which has become a benchmark of quality in municipal and state education networks. Along the historical series of evaluations, it is possible to recognize that, in relation to mathematics learning, the results show, systematically, that the Brazilian public school hasn't been able to produce significant indexes in relation to children's learning. Such results in Mathematics, particularly sensitive regarding learning outcomes, reinforces the historical character of this school knowledge area, which features high levels of disapproval and rejection by part of students. The present dissertation discusses about this overview of ALES consolidation and their results in the discipline of Mathematics, and has as objective to develop a game at the interface between ALEs and Math learning, in order to contribute to Mathematics teaching apart from the external evaluations. In this context, this work argues the development of theoretical and mathematical thinking of students from the early years of elementary school. For this purpose, this work has been based on municipal schools network results located in the State of São Paulo, especially in one of its schools, considering as universe of study the results of the application of a simulated Brazil Test, in the fifth grade, which are considered by formulation of issues (quiz). The research methodology is qualitative and is based on the principles of construction of learning objects, which allows articulate mathematical knowledge and digital games. The result was a game named Kogoga, with features that integrate: mathematical content that meets the learning rights and descriptors set out by National Institute of Studies and Research (INEP), mathematics history; theoretical thinking, suitable written and visual language for appropriated age.
Descrição
Palavras-chave
Avaliações em larga escala, Ensino de matemática, Objeto de aprendizagem, Jogo, Large-scale evaluations, Mathematics teaching, Learning object, Game