Os jogos e a resolução de problemas como estratégias na/para construção de conhecimentos: incentivando (auto)insubordinações criativas de estudantes

Abstract

The following text presents an investigation into the use of games and recreational activities, from the perspective of problem solving and encouraging actions of (self) Creative Insubordination, as enabling resources in/for building knowledge among students in the fifth year of Elementary School. , from Colégio Pedro II (Campus Engenho Novo I). The study presents action research as a methodology, under a qualitative nature. The investigation is related to the line of research “Other Mathematics that arise in a classroom that values the experience of others” and presented as an Educational Product a planning (“notebook” of suggestions in the form of an e-book) of activities, produced and applied during games workshop meetings, aiming to provide an intense sharing of knowledge, in a collaborative and active way, as well as reflections on the attitudes and actions used by everyone involved, provoking (re)discussions about strategies and paths taken. Regarding the question raised by this research, the following question emerged: what would be the possible pedagogical actions that would favor the construction of knowledge on the part of the subjects and that would be made possible through the use of playful resources, under the problem-solving methodology? and with the stimulation of actions of (self) Creative Insubordination? Therefore, the objective was to develop a study on the use of playful resources based on the problem-solving methodology with students in the fifth year of Elementary School, taking into account a space that privileges (self) Creative Insubordination, as a way for the autonomous and collaborative construction of knowledge. The theories developed by Beatriz D’Ambrosio, Celi Lopes, Lev Vygotsky, Paulo Freire, Ubiratan D’Ambrosio, Norma Allevato, Lourdes de La Rosa Onuchic, George Polya and others supported this discussion. The motivation for this study was the demand for a dynamic, active and participatory classroom, in which everyone involved in the process of knowledge construction perceives themselves as protagonists, aiming at the formation of critical, reflective subjects, aware of the existence on the other, their social role and their potential to transform the reality that surrounds them. The results obtained confirmed the hypothesis that the games, applied from the perspective of problem-solving methodology, led to the construction of knowledge, in the same way that they instigated the subjects to actions of (self) Creative Insubordination. Such results were noticed by both the students, the researcher and the teacher in charge of the class researched. Regarding the achievement of the proposed objectives, it was considered that they were achieved, but it should be noted that some of the subjects are in the process of developing autonomy, a collaborative and empathetic stance, security and making use of creativity in their constructions. As for future perspectives for this research, the aim is to continue the questions raised, developing new materials and seeking many other ways to use games, with creativity, encouraging subjects to solve different challenges and through responsible actions committed to ethics and social justice.