Práticas educativas lúdicas e reflexivas no desenvolvimento ético-moral em contexto escolar.
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Data
2021-09-16
Autores
Sampaio, Cássia Fernanda Segantini
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O desenvolvimento moral dos alunos por muito tempo não foi considerado no planejamento das práticas pedagógicas e nas raras vezes em que eram trabalhados, aconteciam como currículo oculto. Hoje, observa-se maior preocupação com a construção da moralidade voltada para a formação integral no contexto escolar. Tal preocupação foi potencializada com a demanda socioemocional emergente com a pandemia da Covid-19, o que não significa que seu desdobramento esteja posto em prática enquanto desenvolvimento e construção efetiva, mas com intenções a serem aprimoradas e mais bem embasadas na ciência. Essa pesquisa buscou conhecer e analisar as concepções de professores do Ensino Fundamental sobre a formação integral no desenvolvimento moral com o intuito de propor ações pedagógicas voltadas para este fim. Realizamos pesquisa qualitativa como instrumento de coleta de dados por meio de entrevista semiestruturada, análise dos dados com análise de conteúdo e os resultados foram examinados a partir de observações e interpretações da literatura que versa sobre a temática estudada. Com a relação estabelecida entre a literatura e a pesquisa de campo adotada nesse trabalho, verificou-se que os jogos são ferramentas que oferecem significativa contribuição na formação do aluno para que ultrapasse a apropriação de conteúdos acadêmicos reducionistas e colabore com a formação integral na construção do desenvolvimento moral. Com base nos resultados encontrados foi construída uma proposta de jogos como instrumentalização aos professores e produto desse trabalho intitulado como “Jogos interventivos no desenvolvimento moral em alunos da Educação Básica’’. Concluiu-se que na educação básica, segmento do Ensino Fundamental, a concepção dos professores referente a formação integral dos alunos no desenvolvimento moral encontra-se pouco fundamentada. Propõe-se a prática de jogos como meio do aluno refletir, dialogar com seus pares e desenvolver a moralidade com intervenções e mediações do professor. Sendo assim, o trabalho por meio de jogos mostrou-se uma estratégia pertinente para oportunizar diferentes ferramentas para a realização docente.
Students’ moral development was not, for a long time, considered during the planning of pedagogical practices and, in the rare times it was considered it happened as an “hidden curriculum”. Today we see a bigger concern about the construction of the morality focused on integral formation in the school context. This concern was potentialized because of socio-emotional demands that emerged during the covid-19 pandemic, which does not mean that its unfolding is put into practice as development and effective construction, but with intentions that need to be improved and better grounded in science. This research sought to know and analyze Elementary School teachers’ conceptions about the integral formation in moral development in order to propose pedagogical actions for this matter. We performed qualitative research as data collection instrument through a half-structured interview, data analyze with content analyze and interpretations about the studied literature's thematic. Stablishing the relation between literature and the field research, we saw that games are tools that offer a significant contribution on students’ formation so that it surpasses the reductionist academical contents appropriation, and it helps with a comprehensive formation on moral development construction. Bases on the founded results a game proposal was developed as instrumentalization to the teachers and product o this paper called “Interventive games on moral development of Basic Education students”. We concluded that on Basic Education, segment of Elementary School, the concept of students’ moral development integral formation is not very well reasoned. Proposes game practicing as means of students’ reflection, dialogue with their pairs and develop their morality with intervention and mediation of the teacher. Therefore, working with games has showed up as a pertinent strategy to provide different tools for teaching achievement.
Students’ moral development was not, for a long time, considered during the planning of pedagogical practices and, in the rare times it was considered it happened as an “hidden curriculum”. Today we see a bigger concern about the construction of the morality focused on integral formation in the school context. This concern was potentialized because of socio-emotional demands that emerged during the covid-19 pandemic, which does not mean that its unfolding is put into practice as development and effective construction, but with intentions that need to be improved and better grounded in science. This research sought to know and analyze Elementary School teachers’ conceptions about the integral formation in moral development in order to propose pedagogical actions for this matter. We performed qualitative research as data collection instrument through a half-structured interview, data analyze with content analyze and interpretations about the studied literature's thematic. Stablishing the relation between literature and the field research, we saw that games are tools that offer a significant contribution on students’ formation so that it surpasses the reductionist academical contents appropriation, and it helps with a comprehensive formation on moral development construction. Bases on the founded results a game proposal was developed as instrumentalization to the teachers and product o this paper called “Interventive games on moral development of Basic Education students”. We concluded that on Basic Education, segment of Elementary School, the concept of students’ moral development integral formation is not very well reasoned. Proposes game practicing as means of students’ reflection, dialogue with their pairs and develop their morality with intervention and mediation of the teacher. Therefore, working with games has showed up as a pertinent strategy to provide different tools for teaching achievement.
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Palavras-chave
Moral, Formação integral, Jogos, Integral formation, Games