Atividades lúdicas em Ciências no ensino fundamental II na temática do controle da dengue

• Ano de defesa: 2014
• Autor(a) principal: Bárbara Elisa Santos Carvalho
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Recontextualização; Dengue; Atividades lúdicas; Jogos educativos; Curriculos; Educação; Ciencia Estudo e ensino
• Link de acesso: http://hdl.handle.net/1843/BUOS-9URRJV

The objective of this research was to investigate how the ludic activities on dengue are recontextualized by textbooks of Elementary Education II from the curriculum discourses. Initially it was necessary to determine whether such activities are addressed in the curriculum guidelines for primary and analyzing how they are perceived by them. The documents analyzed were the Parâmetros Curriculares Nacionais (PCN), the Conteúdos Básicos Curriculares de Minas Gerais (CBC), the Diretrizes Curriculares Nacionais (DCN) and Programa Nacional do Livro Didático (PNLD). To investigate the recontextualization, were also analyzed some teaching collections approved by the PNLD. The research was conducted from content analysis method according to the ideas of Bardin (2009) in which images and roles to play activities by curriculum which allowed us to observe the possible processes of recontextualization by textbooks were identified. We use the theory of the pedagogic device Bernstein (1996) to analyze the recontextualization of the DPR (recontextualizador pedagogical discourse) in relation to the DPO (official pedagogic discourse) curriculum. It was found that ludic activities are made present in almost all curriculum and they are considered important in the teaching and learning process. In some curriculum that importance is explicit in others. Drew our attention to the absence of the term "playful" or any other word with some kind of relationship with recreational activities in the Conteúdos Básicos Curriculares de Minas Gerais (CBC). Ludic activities are understood by the curriculum as actions that can act as an agent, as a patient or as a medium in the teaching and learning process. There are ludic activities in the textbooks, but are often considered as a supplement only being presented in the teacher's manual with suggestions for activities. They are not considered a complement for being immersed in the text of the student, not exploit the potential inherent playfulness to them. No ludic activities with dengue was found in the collections analyzed. From the results we can consider that, in general, curricula and materials needed have been taken into account in the production process of schoolbooks. Convergence we identified between the main attributed to playing between the curriculum and books allowed us to state that the main way in which ludic activities are understood by the curricular guidelines is also the main way books include the textbook. Thus, we observe in relation to the image that assigns these activities as agent, there is a recontextualization of textbooks on curriculum guidelines.