Os jogos pedagógicos no ensino de ciências para estudantes da sala de recursos multifuncionais

Abstract

The present work had as objective to evaluate the efficiency of the use of pedagogical games in the science classes for the significant learning of the “cell” content in students with learning disorder of a Multifunctional Resource Room, 8th grade, from a public school in Paraná. To achieve this objective, a research of an applied nature with a qualitative approach was developed, together with 6 students from the 8th grade who attend SRM. For this, the work with pedagogical games focusing on the basic content "cell" was proposed, in order to analyze the learning path. As a theoretical contribution to the research, the studies of David Ausubel (1980) and Joseph Novak (1980) on Theory of Significant Learning, and Moreira (2012), in Brazil, as well as researchers in the areas of Teaching of Sciences and pedagogical games. Considering the established theoretical framework, the field research was developed in three stages: observation, material elaboration and intervention. The data were collected through pre-test and post-test, as well as the depreciation of the classes during the game application. As an educational product from this study, a pedagogical book was created with strategies and games that were made for science teachers and multifunctional resource rooms. The research contributed to the discussion of the inclusion promoted by the interaction between the teachers involved in the teaching process for students with learning disorders, as well as providing methodological guidelines for the use of the pedagogic game as a learning strategy for these students.