O potencial da ludicidade para a aprendizagem significativa na perspectiva de professores do ensino técnico-profissionalizante

• Ano de defesa: 2023
• Autor(a) principal: Souza, Fábio Roberto Chagas de
• Orientador(a): Passarelli, Lílian Maria Ghiuro
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: Formação de Formadores
• Departamento: Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: Ludicidade; Aprendizagem significativa; Ensino profissional técnico
• Palavras-chave em Inglês: Ludicity; Meaningful learning; Technical professional education
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.pucsp.br/jspui/handle/handle/32211

The present work, whose theme is teacher training, seeks to answer the following question: how the teachers of technical professional education at high school use ludicity in their practices for meaningful learning? To answer it, the general objective is to analyze evidence of the value of ludicity and meaningful learning in the reports of teachers who work in high school technical professional education, and as specific objectives: 1) to identify, in the reports made by the participating teachers from the research, indicators that they use, intentionally or intuitively, elements of ludicity in their classes and 2) point out, based on the teachers' reports, perspectives and approaches capable of favoring the teacher's performance, considering playfulness as a pedagogical strategy that contributes to meaningful learning. This study is justified by the existence of a gap in the field of studies on teaching and learning that contemplate meaningful learning and ludicity from an integrative perspective and considering teachers from different high school subjects. Methodologically, this is an exploratory qualitative research, applied to a group of 5 teachers who work in high school technical professional education. For the production of data, a profile survey was carried out and was proposed a description of a critical incident that narrated the occurrence of an unexpected episode, in a class planned by the teacher, which promoted a very significant learning experience for his students. The data obtained were analyzed using the data analysis technique proposed by Bardin (2011), being separated into informations that made it possible to understand the composition of the respondent teacher's profile and the group of participants, and analysis of critical incidents described by the them in the light of the integrative perspective of ludicity and the theory of meaningful learning. The results obtained showed that the majority of the participants use, in the activities they propose in the classroom, resources and strategies that stimulate the ludic condition of their students for meaningful learning, a fact that occurred more intuitively in some situations and more intentionally in others. Through data analysis, it was possible to conclude that, although there is a certain concern of teachers about what they use as a resource in the classroom to promote their students learning, it is still necessary to use learning theories so that able they can expand their repertoires on teaching methodologies and strategies, mainly in relation to ludicity, which reveals the importance of continuing education for teachers who work in high school technical professional education