Detalhes bibliográficos
| Ano de defesa: |
2011 |
| Autor(a) principal: |
Marangoni, Ricardo Alexandre
 |
| Orientador(a): |
Buitoni, Marisia Margarida Santiago |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Geografia
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| Departamento: |
Faculdade de Ciências Sociais
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| País: |
BR
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/12301
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Resumo: |
The aim of this dissertation is to evidence the readers, how it is possible to initiate a pedagogical work with games in Geography classes in a significant way in the learning process of the students. We have taken as a point of departure the pedagogic theory and the personal experience with the insertion of the games in the education of Geography realized in 2006, in Colégio Rainha da Paz with seventh-grade studies of the elementary school. The dissertation was divided into three chapters. The first chapter is dedicated to reflexions about the contributions of genetic psychology in the teaching of Geography; in the second one, we talked about the use of games in the teaching of Geography according to the Piaget theory; and in the third chapter, there are two experience works; the board games made by the students and the workshop conducted in the IV Geography Week in University of São Paulo. With the students, we discussed variety geographical concepts and, while the whole work, the students were involved, motivated and enthusiastic. From that follows our interest about the question: How can games contribute in the seven-grade-student learning of Geography? In the workshop, the teachers and the future teachers have had the contact with the students experience and have shown up a lot of interests about the discussion in order to teach Geography using games. Finally, we highlighted the games as a didactic resource and the teacher, the mediator in the knowledge construction. In this way, the transposed game for the teaching has become defined as a didactic game and a part of a teaching plan which is bond to a pedagogical project of the school |
