O uso do jogo bingo do conhecimento no processo de ensino aprendizagem no curso técnico em Logística

Abstract

This study aimed to evaluate the applicability and impact of the educational game Bingo do Conhecimento as a teaching tool in the Fundamentals of Administration course, part of the technical program in Logistics at IFAP – Santana Campus. The game under analysis is an adaptation of conventional number-drawing bingo, incorporating content elements addressed in class. Grounded in the principles of Professional and Technological Education, the study recognized the need to make teaching more dynamic and engaging, particularly in technical subjects with extensive and theoretical content. A field research methodology was adopted, employing a qualitative-quantitative approach based on the strategies of technical educational action research. This involved the classroom implementation of the game and the analysis of questionnaires administered to students and teachers. For clarity and organization, the study is structured into two main parts: the first includes a literature review on the use of educational games, as well as the history and principles of Professional and Technological Education; the second comprises the practical application of the educational product, followed by data collection and analysis. The results demonstrate that educational games are effective learning tools, emphasizing factors such as motivation, engagement, interaction, cooperation, and enjoyment. A significant improvement in academic performance was also noted, with an increase in the number of students showing progress in their bimonthly grades. Teachers' feedback acknowledged the importance of educational games, although many pointed out challenges such as lack of time, specific training, resources, and motivation. The developed educational product proved to be viable, accessible, and replicable across other disciplines within both technical and general education curricula, contributing to the enhancement of innovative and humanized pedagogical practices. It is concluded that the planned and contextualized use of games can transform the classroom into a more meaningful and collaborative environment, fostering active learning and student protagonism.