O lúdico como ferramenta de ensino: uma proposta metodológica para as aulas de geografia

Abstract

This monograph is the result of an analysis of the contribution of play in the teaching and learning process in Geography classes. To carry out this work, two types of research were used: bibliographical research and field research. The bibliographical research, which also served as support for the realization and interpretation of the data obtained in the field research, was based on authors with extensive academic production on the subject of this study, such as: SANTOS (1997), PASSINI (2007) , PIAGET (1975) among others. The field research had its foundation in the application of a questionnaire destined to Geography teachers from 06 (six) schools, being these from the municipal, state and federal network and one from the private school network in the municipality of Parintins in the State of Amazonas. The teaching process requires the teacher to look for new ways and resources to achieve the proposed objectives in the classroom. The implementation of classes as the new, such as games, theaters, music and other recreational resources, constitutes something of great relevance in the teaching/learning process for Geography classes, and allows for a new related theoretical-methodological proposal to that field of approach. Through the results obtained through this research, it was possible to see how relevant it is for the Geography professor to provide situations where students can participate creatively, challenging discovery, the desire to want to learn something new and to value everything that is learned.