A avaliação da utilização de jogos lúdicos no ensino de química geral

Abstract

The traditional way of teaching for Natural Sciences, especially Chemistry, is something quite present in classrooms with the use of formulas, graphs and calculations that results in an ineffective construction of knowledge by the student, as he is placed in the position of listener and does not actively contribute to their learning, consequently they are harmed by not being encouraged to develop as a critical, autonomous citizen capable of solving day-to-day situations. In order to change this reality, the innovation on the part of teachers in the use of alternative methodologies to aid in the teaching-learning process, such as the use of playful games to encourage these characteristics of developments in students. The objective of this work was to carry out a bibliographic survey about the benefits ofusing playful games as a resource in the teaching-learning process of students in the 1st year of high school. The bibliographic research took place in the Google Scholar and Scielo databases, using the descriptors "playful games" and "chemistry teaching" with subsequent analysis of qualitative data about the results obtained from the applications of playful games in the teaching of content in the 1st year of high school. From the survey obtained, it was noticed that there are few reports of the use of playful games with 1st year content, however the existing ones provided interesting speeches about the performance of the students during and after the execution of the activity, proving that this use results in an improvement the student-student and student-teacher relationship in the classroom, as well as an exchange of ideas and opinions among students, actively helping and supporting decision-making and not remaining in the exclusive position of listener. With this, it can be said that the use of playful games is a differential for the development of individual and collective skills and competences of students, stimulating their autonomy in making responsible decisions that solve the proposed problems and to think critically about the addressed content. Since the use of playful games is not an activity often performed in the classroom by most teachers, but if the increase in the development of teaching practices at graduation is stimulated using active methodologies that place the student as the protagonist of the construction of their knowledge, the progress in the teaching-learning process will be satisfactory for the students.