A importância do brincar na percepção do aluno no ensino médio.

INTRODUCTION: Play is the main activity of the child. In addition, play is a pedagogical tool that involves the individual in their biological, affective and psychological spheres and presents itself as a facilitator for the consolidation of learning. OBJECTIVE: To describe the importance of playing...

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Autor principal: Ferreira, Ana Charline Dantas
Outros Autores: Surdi, Agnaldo Cesar
Formato: bachelorThesis
Idioma:pt_BR
Publicado em: Universidade Federal do Rio Grande do Norte
Assuntos:
Brincar
Escola
Ensino médio
Endereço do item:https://repositorio.ufrn.br/handle/123456789/43785
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id ri-123456789-43785
record_format dspace
institution Repositório Institucional
collection RI - UFRN
language pt_BR
topic Brincar
Escola
Ensino médio
spellingShingle Brincar
Escola
Ensino médio
Ferreira, Ana Charline Dantas
A importância do brincar na percepção do aluno no ensino médio.
description INTRODUCTION: Play is the main activity of the child. In addition, play is a pedagogical tool that involves the individual in their biological, affective and psychological spheres and presents itself as a facilitator for the consolidation of learning. OBJECTIVE: To describe the importance of playing in the perception of high school students and point out the emotions/feelings reported during class. METHODOLOGY: The present study is a descriptive theoretical-methodological proposal with a qualitative approach through an experience report. A lesson plan was applied with the theme free and spontaneous play in high school classes in two schools. The class lasted forty-five minutes and the space used was an empty classroom. The class was divided into three parts. In the first, the students were explained the rules of play. In the second, toys were made available for students to play freely using the available materials. In the third part, each student was asked to answer anonymously, without identification, two questions. RESULTS: 98% of students answered YES, that it is important to play at school; 2% answered NO, that it was not important to play at school. The answers had their justifications associated with the emotions felt during the class and were categorized as: forgetting about problems, having fun, nostalgia, socialization, health and happiness. Of the emotions mentioned by the students and classified as positive and negative, joy (45%), happiness (26%) and nostalgia (12%) stand out as the feelings with the highest percentages. FINAL CONSIDERATIONS: The student considers playing important in physical education classes, since they are attracted by the benefits arising from its practice.
author2 Surdi, Agnaldo Cesar
author_facet Surdi, Agnaldo Cesar
Ferreira, Ana Charline Dantas
format bachelorThesis
author Ferreira, Ana Charline Dantas
author_sort Ferreira, Ana Charline Dantas
title A importância do brincar na percepção do aluno no ensino médio.
title_short A importância do brincar na percepção do aluno no ensino médio.
title_full A importância do brincar na percepção do aluno no ensino médio.
title_fullStr A importância do brincar na percepção do aluno no ensino médio.
title_full_unstemmed A importância do brincar na percepção do aluno no ensino médio.
title_sort importância do brincar na percepção do aluno no ensino médio.
publisher Universidade Federal do Rio Grande do Norte
publishDate 2021
url https://repositorio.ufrn.br/handle/123456789/43785
work_keys_str_mv AT ferreiraanacharlinedantas aimportanciadobrincarnapercepcaodoalunonoensinomedio
AT ferreiraanacharlinedantas theimportanceofplayinginstudentperceptioninhighschool
AT ferreiraanacharlinedantas importanciadobrincarnapercepcaodoalunonoensinomedio
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spelling ri-123456789-437852021-10-11T21:55:53Z A importância do brincar na percepção do aluno no ensino médio. The importance of playing in student perception in high school. Ferreira, Ana Charline Dantas Surdi, Agnaldo Cesar http://lattes.cnpq.br/6210285133582037 Surdi, Agnaldo Cesar Dantas, Karluza Araújo Moreira Brincar Escola Ensino médio INTRODUCTION: Play is the main activity of the child. In addition, play is a pedagogical tool that involves the individual in their biological, affective and psychological spheres and presents itself as a facilitator for the consolidation of learning. OBJECTIVE: To describe the importance of playing in the perception of high school students and point out the emotions/feelings reported during class. METHODOLOGY: The present study is a descriptive theoretical-methodological proposal with a qualitative approach through an experience report. A lesson plan was applied with the theme free and spontaneous play in high school classes in two schools. The class lasted forty-five minutes and the space used was an empty classroom. The class was divided into three parts. In the first, the students were explained the rules of play. In the second, toys were made available for students to play freely using the available materials. In the third part, each student was asked to answer anonymously, without identification, two questions. RESULTS: 98% of students answered YES, that it is important to play at school; 2% answered NO, that it was not important to play at school. The answers had their justifications associated with the emotions felt during the class and were categorized as: forgetting about problems, having fun, nostalgia, socialization, health and happiness. Of the emotions mentioned by the students and classified as positive and negative, joy (45%), happiness (26%) and nostalgia (12%) stand out as the feelings with the highest percentages. FINAL CONSIDERATIONS: The student considers playing important in physical education classes, since they are attracted by the benefits arising from its practice. INTRODUÇÃO: A brincadeira é a principal atividade da criança. Para além disto, o brincar é uma ferramenta pedagógica que envolve o indivíduo em suas esferas biológica, afetiva e psicológica e apresenta-se como um facilitador para consolidação das aprendizagens. OBJETIVO: Descrever a importância do brincar na percepção do aluno no ensino médio e apontar as emoções/sentimentos relatado durante a aula. METODOLOGIA: O presente estudo trata-se de uma proposta teórico-metodológica descritiva com abordagem qualitativa por meio de um relato de experiência. Foi aplicado um plano de aula com o tema brincar livre e espontâneo nas turmas do Ensino Médio em duas escolas. A aula teve duração de quarenta e cinco minutos e o espaço utilizado foi uma sala de aula vazia. A aula foi dividida em três partes. Na primeira foi explicado aos alunos as regras da brincadeira. Na segunda foram disponibilizados os brinquedos para que os alunos brincassem da forma livre utilizando os materiais disponíveis. Na terceira parte foi solicitado que cada aluno respondesse de forma anônima, sem identificação, a dois questionamentos. RESULTADOS: 98% dos alunos responderam que SIM, que é importante brincar na escola; 2% responderam que NÃO, que não era importante brincar na escola. As respostas tiveram suas justificativas associadas as emoções sentidas durante a aula e foram categorizadas em: esquecer os problemas, se divertir, nostalgia, sociabilização, saúde e felicidade. Das emoções citadas pelos alunos e classificadas em positivas e negativas destaca-se a alegria (45%), a felicidade (26%) e a nostalgia (12%) como os sentimentos de maiores percentuais. CONSIDERAÇÕES FINAIS: O aluno considera o brincar importante nas aulas de educação física, uma vez que são atraídos pelos benefícios decorrentes de sua prática. 2021-10-11T21:55:52Z 2021-10-11T21:55:52Z 2021-09-06 bachelorThesis FERREIRA, Ana Charline Dantas. A importância do brincar na percepção do aluno no ensino médio. 2021. 29 f. Trabalho de Conclusão de Curso (Graduação em Educação Física Licenciatura) - Departamento de Educação Física, Universidade Federal do Rio Grande do Norte, Natal, 2021. https://repositorio.ufrn.br/handle/123456789/43785 pt_BR Attribution-NonCommercial-NoDerivs 3.0 Brazil http://creativecommons.org/licenses/by-nc-nd/3.0/br/ application/pdf Universidade Federal do Rio Grande do Norte Brasil UFRN

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