Utilização dos jogos nas práticas de ensino de matemática: ferramentas de aprendizagens em escolas do campo na Baixada Fluminense

Abstract

The present work observes and analyzes the methods and techniques used by teachers in the use of games in the teaching of mathematics, investigates from pedagogical intervention with games, the impacts caused and whether the presence of the playful in the rural school contributes to the process of teaching-learning of students. The research was carried out in two rural schools, namely: Rio D’ouro Municipal School, located in Japeri and Bananal Municipalized State School, located in Seropédica. It is analyzed if these activities have an impact, and collaborate in the students' learning. In order to make it more interesting and meaningful, emphasizing the contribution of the use of games and concrete materials for the growth of the individual for learning. As the intention of this analysis was to question about theory and practice, it is a qualitative research, in which the observed phenomena are explored and investigated. We applied a questionnaire in which the teachers answered, depending on their training and contact with disciplines or materials on the playfulness and / or education of the field, of the works that are carried out in the classroom, serving for analysis in relation to their practices and if there was or was not the use of games and / or concrete materials in these classes as a means. After that, the teachers were invited to participate in an interview and, then, we held a conversation group to exchange experiences and discuss ideas, and thus, evaluate where the games and concrete materials are used. This dissertation consists of three chapters, the first addressing the recognition of games, games and concrete materials as playful elements in the school context; the second, discusses the understanding of playfulness as a pedagogical tool that helps the teaching-learning process in the mathematics content for the student in the field; and in the third, we present the result of the analysis of the research with the collected data, considering as main axis games, games and concrete materials being used as playful elements and pedagogical tool in the teaching of mathematics in a rural school. In the latter, suggestions for activities associated with some mathematical content are presented, it is worth mentioning that these activities can be adapted according to the local reality. Thus, we conjecture, in fact, that in practice, games, games and concrete materials have a positive impact, and are important in the teaching-learning process of mathematics at the school in the field in question.