A ludicidade no ensino de biologia: Uma prática necessária.

Abstract

The challenge of transforming educational practices in the face of the new student profile led to the need to rethink the teacher's identity, according to Marandino (2009). Playful strategies emerge as essential tools to overcome the traditional expository method, which often inhibits student participation (Pereira, 2009). In this sense, the work's theme is playfulness in Biology Teaching: A necessary practice. The resignification of the teacher's identity not only reflects an adjustment in the pedagogical stance, but, more fundamentally, a change in the perception of their role. The research's general objective is to understand the formative educational process that playfulness provides to biology students in high school, aiming to: 1) Understand the importance of using educational play tools within the classroom. 2) Identify methodological strategies used by teachers to teach biology in high school. 3) Analyze the contributions that games can offer biology students. And it raises the following question as a problem: Can games contribute to the training and learning of biology students? The research is justified by the need to apply games in biology classes. The methodology used in the research is bibliographic, descriptive and qualitative, with analysis of articles. However, according to the results obtained, the research highlights the need to work on the biology subject through educational games.