Journal articles on the topic 'Pedagogia Ludica'
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Koudela, Ingrid Dormien. "NÓS AINDA BRINCAMOS COMO VOCES BRINCAVAM?" Cena, no. 34 (May 31, 2021): 83–103. http://dx.doi.org/10.22456/2236-3254.112064.
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Na pintura Children´s Plays (Pieter Bruegel, The Elder / 1525-1569) o artista renascentista fez o inventário de oitenta jogos. Este é um modelo da maior grandeza, ancorado que está na ancestralidade. A alegoria, tanto em suas manifestações iconicas quanto literarias traz um grande potencial para a construção de metáforas frente às crescents ameaças que assolam a humanidade. A abordagem através de procedimentos de caráter coral e natureza ludica pode abrir novamente uma vertente poderosa para a Pedagogia das Artes Cenicas. Os procedimentos de encenação serão sempre novos, na mesma medida em que identidades se constituem continuamente e as formas que os jogos teatrais assumem são polifônicas. O registro da encenação que descrevo almeja mostrar como foi o processo de ensino/aprendizagem, na esperança que esse patrimonio de cultura oral não seja esquecido no futuro que nos aguarda. Palavras-chavePedagogia das Artes Cenicas. Alegoria. Jogo Teatral.
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Lemos Moreira, Estela. "A IMPORTANCIA DO LUDICO PEDAGOGICO NA APRENDIZAGEM DE CRIANCAS COM SINDROME DE DOWN." International Journal of Advanced Research 9, no. 10 (October 31, 2021): 1395–401. http://dx.doi.org/10.21474/ijar01/13697.
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Este estudo objetivou tratar a importancia do ludico pedagogico no processo de ensino e aprendizagem de criancas com sindrome de Down. O estudo fundamentou-se em uma pesquisa bibliografica, de natureza qualitativa e exploratoria atraves da leitura de artigos cientificos e livros, aos quais foram possiveis analisar a importancia do uso do ludico voltado para o ensino como forma de inclusao e ferramenta de aprendizagem. Foram feitos levantamentos de politicas de educacao para alunos com Sindrome de Down, seu contexto historico, social, educacional e legislacao, por meio de diferentes autores que tratam das politicas publicas de educacao inclusiva. Alem disso, preocupou-se em focalizar na contribuicao, desenvolvimento e aprimoramento dos metodos de ensino e aprendizagem com alunos com Sindrome de Down, destacando experiencias educacionais, desafios e contribuicoes acerca do tema tratado. Como resultados, observa-se a importancia do envolvimento do professor-aluno e aluno-aluno, ressaltando que o ludico proporciona esse processo. Portanto, salienta-se a importancia da reflexao sobre o uso do ludico como instrumento de ensino e aprendizagem.
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Ramos Ramírez, José Luis. "Investigación lúdica y aplicada Experiencia de una práctica antropológica y pedagógica." Zona Próxima, no. 12 (May 18, 2022): 118–27. http://dx.doi.org/10.14482/zp.12.564.16.
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En el presente artículo se ofrece un ejemplo de la posible articulación interdisciplinaria entre la Antropología y la Pedagogía, así como de la investigación educativa y la docencia, todo ello como resultado preliminar de investigación. A partir de la problemática en el quehacer y formación docente de los profesores de enseñanza superior se formuló un proyecto de investigación aplicada sobre el juego, con el objetivo de generar ciertas recomendaciones y estrategias didácticas que permitan apoyar y enriquecer la labor educativa e investigativa. De esta forma, la perspectiva antropológica sobre la liga entre el juego y la educación viene a sumarse a los demás enfoques de las otras ciencias de la educación. La diferente conceptualización y teorización del juego permitió abrir nuevas rutas analíticas y didácticas de trabajo.
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Badillo Romero, Jeisson Hernan. "Ludic-pedagogical strategies for the strengthening of mathematical logical reasoning." Universidad Ciencia y Tecnología 26, no. 114 (June 30, 2022): 162–69. http://dx.doi.org/10.47460/uct.v26i114.601.
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Currently, the branches of mathematics are in the worst performance and more in the logical reasoning part, being a fundamental part of computational development. This work focuses on intertwined activities that are part of a deep and detailed process that aims to strengthen logical and mathematical reasoning through the development of computational thinking among primary school teachers. The methodology used has an ethnographic design with aqualitative approach, which is based on a diagnosis through a survey and an interview that help plan training workshops in basic computational thinking skills through digital platforms. The main results show that it is necessary to create transversality in the area of mathematics and computer science, to create the need to strengthen mathematical logical reasoning in the different grades of primary school, and to improve the teaching processes in terms of technological tools within the classroom.
Keywords: computational thinking, mathematical logical reasoning, problem-solving
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Mihalache, Cătălina. "Toys between the Ludic and the Pedagogical Perspective in Late 19th Century Romania." PLURAL. History, Culture, Society 9, no. 1 (May 28, 2021): 11–30. http://dx.doi.org/10.37710/plural.v9i1_2.
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The paper proposes to identify what the 19th century brought as novelties in the “life” of toys, seen as items dedicated explicitly to children; I have focused, naturally, on the Romanian case. By correlating the accounts to which I had access, I was able to outline certain evolutions in the manufacture, use, purchase, and characteristics ascribed to toys in that period. I have noted, first of all, the social differentiation in terms of toy consumption. The lower classes – defined by their views of childhood, material resources and well-delimited systems of gratification/rewarding – used more or less the same games and toys. Wealthier classes recorded a more diversified consumption, with urban influences, while the children of the elites became increasingly familiar with the offers of the Western world, brought directly from the source or just copied here. Another highlighted aspect is the increase in standardisation and even the industrialisation of toy production.
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Mealha, Oscar, and Traian Rebedea. "Tools, Pedagogical and Ludic Strategies, Co-Design supporting Smart Learning Ecosystems and Smart Education." Interaction Design and Architecture(s), no. 47 (February 10, 2021): 5. http://dx.doi.org/10.55612/s-5002-047-001psi.
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Oliveira, Décio Luciano Squarcieri de. "Avaliação no ensino de História: significados e possibilidades." Revista de Gestão e Avaliação Educacional 1, no. 1 (September 26, 2017): 229. http://dx.doi.org/10.5902/2318133829260.
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Este ensaio constitui-se como parte da pesquisa realizada no Mestrado em Educação da UFSM, sendo aqui problematizados alguns dos muitos significados da avaliação da aprendizagem e trazendo-se, como proposta, atividades que intensifiquem os diálogos em detrimento da exclusividade do conteúdo. A metodologia empregada é o estudo de caso (LUDICE; ANDRÉ, 1986), uma vez que se pesquisa o tema da avaliação em sua singularidade, mas compreendendo-a dentro da multiplicidade da Educação e do contexto em que se manifesta. Sua abordagem qualitativa dedica-se a conhecer o tema como pertencente a um processo e interpreta a avaliação por meio do significado que os próprios sujeitos dão às coisas e à sua vida. Uso como fonte de dados um questionário sobre a representação do professor de História, encaminhado aos acadêmicos do curso de Pedagogia do quinto semestre, no ano letivo de2009. As referências seguem-se por Aróstegui (2006); Bezerra (In: KARNAL, 2005); Vasconcellos (2001); Hoffmann (2003); Jovchelovitch (1998) e Henriques (In: AZEVEDO, 2006). Palavras-chave: avaliação, ensino de História, formação docente.
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Škojo, Tihana. "Osvrt na emocionalni aspekt slušanja glazbe." Diacovensia 29, no. 1 (2020): 91–108. http://dx.doi.org/10.31823/d.29.1.5.
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Unatoč iznimnom zanimanju za istraživanja emocija u glazbi, tek rijetki glazbeni pedagozi upozoravaju na važnost toga fenomena u nastavi glazbe. U predstavljenom se radu analiziraju rezultati empirijskoga istraživanja radi utvrđivanja doživljenih emocija na slušanje sljedećih glazbenih primjera: C. Saint-Saëns: Karneval životinja, Finale; I. Stravinski: Posvećenje proljeća, Uvod; J. Williams: Schindlerova lista; F. Livadić: Nokturno u fis molu; I. Malec: Lumina te I. Krajač, K. Metikoš i M. Prohaska: Gubec-Beg, Janino ludilo. Rezultati istraživanja aktualiziraju važnost emocionalnoga odgovora učenika na glazbeno djelo te doprinose nastojanjima po-jedinih glazbenih pedagoga da naglase potrebu za cjelovitim primanjem glazbenoga djela koje će uz znanje i razumijevanje uključivati i emocionalnu dimenziju.
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Dias, Maria do Rosário, Paula Grade Correia, and Patrícia Rodrigues Correia. "ABC Traffic Light: A Health Education Tool." World Journal of Educational Research 3, no. 2 (November 15, 2016): 523. http://dx.doi.org/10.22158/wjer.v3n2p523.
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It is during the childhood period of one’s life trajectory that the exponential increase of vocabulary<br />acquisition occurs. In Portugal, language disorders are the most frequently seen child development<br />impairments, affecting 3 to 15 per cent of children under six years. Because delays in the acquisition of<br />basic vocabulary can compromise inter-peer relational communication, a timely therapeutic<br />assessment and intervention becomes all the more crucial. A speech therapy ludic-pedagogic<br />intervention tool—the ABC Traffic Light—was created so as to aid in promoting basic vocabulary<br />acquisition in children aged between three and six years. It consists in a traffic light with three built-in<br />pouches, each of which containing cards suggestive of activities of varying difficulty levels. The<br />empirical range of the proposed tool in the context of speech therapy assessment and intervention<br />sessions should be highlighted.
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Martínez Preciado, Zulma, and Ángela Rocío Murillo Pineda. "Concepciones de la Didáctica de la Literatura en Colombia durante los últimos diez años." Revista Grafía- Cuaderno de trabajo de los profesores de la Facultad de Ciencias Humanas. Universidad Autónoma de Colombia 10, no. 1 (January 15, 2013): 175. http://dx.doi.org/10.26564/16926250.394.
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Resumen:La investigación recopila, analiza e interpreta fuentes bibliográficas (Artículos de revistas nacionales indexadas, libros y/o capítulos de libros resultado de investigación y memorias de congresos) que hayan sido publicadas durante los últimos diez años, en donde se hable acerca de la Didáctica de la Literatura en Colombia. Este texto da cuenta de los resultados obtenidos y registrados en el informe de investigación, en los que se llegó a establecer que las concepciones para la enseñanza-aprendizaje de la literatura más preeminentes en esta última década fueron: una didáctica desde la dimensión estética y lúdica, otra desde la aplicación de diferentes métodos de análisis provistos por los Estudios Literarios, una más referida a la enseñanza de la literatura como proceso de lectura y escritura y, una última relacionada con una didáctica de la literatura desde los Géneros Literarios. Esta investigación se convierte en un apreciable material teórico-práctico para todo aquel que esté inmerso en el mundo de la pedagogía de la literatura. Palabras clave: Didáctica de la literatura, estética, lúdica, estudios literarios, lectura, escritura, géneros literarios.**********************************************************Didactic of the literature conceptions in Colombia during the last ten yearsAbstract:This research has a Compilation, an analyses and interpretation of bibliographical sources (Indexed reviews’ articles, books and/or books’ chapters’ results of researching and congress memories) which were published during the last decade about the Didactic of the literature in Colombia. This text shows achieved and registered the results on the researching inform , in which it was established that the most important conceptions of the teaching-learning literature were: a didactic from the esthetic and ludic conception, another from the conception of different models application, provided from the Literary studies, another referred to the teaching literature as a process of reading and writing; and the other one related with a didactic of literature from the Literary genres: this research becomes a substantial theoretical and practical material for those who are in the Literary pedagogical world. Key words: didactic of the literature, esthetics, ludic, literary studies, reading, writing, literary genres.**********************************************************Concepções da Didática da Literatura na Colômbia durante os últimos dez anosResumo:A pesquisa compila, analisa e interpreta fontes bibliográficas (artigos de revistas nacionais indexadas, livros e/ou capítulos de livros resultado de pesquisa e de memórias de congressos) que tenham sido publicadas durante os últimos dez anos, nos quais se fale sobre a Didática da Literatura na Colômbia. Este texto da conta dos resultados obtidos e registrados no relatório de pesquisa e nos quais chegou-se a estabelecer que as concepções para o ensino-aprendizagem da literatura mais preeminentes nessa última década foram: uma didática proveniente da dimensão estética e lúdica, outra da aplicação de diferentes métodos de análise provenientes dos Estudos Literários, uma mais referida ao ensino da literatura como processo de leitura e escrita e uma última relacionada com uma didática da literatura a partir dos Gêneros Literários. Esta pesquisa converte-se num apreciável material teórico-prático para todo aquele que esteja imerso no mundo da pedagogia da literatura. Palavras chave: Didática da literatura, estética, lúdica, estudos literários, leitura, escrita, gêneros literários.
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Casado, Beatriz, Leticia Urretabizkaia, Mirene Begiristain-Zubillaga, and Zesar Martinez. "Strengthening Agroecology with the Political Pedagogy of Peasant Organisations: A Case Study of Baserritik Mundura in the Basque Country." Sustainability 14, no. 4 (February 16, 2022): 2227. http://dx.doi.org/10.3390/su14042227.
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La Vía Campesina organisations have identified the area of education and training as a strategic and priority arena of intervention to bring about change in the political-pedagogical perspective. This involves rethinking and redesigning the conventional training processes towards the collective experiences of learning, organisation, exchange and living. With this approach in mind, and based on the experiences and educational contributions made by peasant organisations, this paper presents the systematisation of the Baserritik Mundura experience, analysing and sharing the learning derived from this case study and establishing the integral role of the pedagogic proposal as an axis for systematisation. This analysis, from the logic of the systematisation of processes, promulgates the learnings of this agroecological training experience while exposing both its strengths and weaknesses. We present the learning linked to the pedagogic dimensions that, through a cross-over method, aim to create a multidimensional educational environment which transforms our subjectivities, practices and the beliefs that sustain them. This learning is presented in eight main areas related to: (1) organicity, (2) alternation, (3) the mystical and ludic-cultural dimension, (4) the contents, subjects and teaching team, (5) the proposal as a whole and its perspective of popular education and action research, (6) the transversality of the feminist perspective, (7) linguistic plurality and (8) the pedagogic political support of the process. In addition, we present considerations related to the learning identified in the systematisation itself. On the one hand, we look at the lack of training processes in the official university context related to an alternation system with an organicity linked to the territory, and the need for the practical development of a dynamic of the collective construction of knowledge with a view toward transforming the logics that underpin the existing hegemonic ideologies. On the other hand, we point out the need for a debate regarding the epistemological perspective and integral, experiential and emancipatory pedagogical perspectives. Even with their limitations and challenges, these proposals have great potential to train, organise, politicise, excite and connect people from different fields towards the construction of a fairer, healthier and more sustainable agroecological agri-food system, based on food sovereignty and the everyday lives of people
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Hunt-Gómez, Coral I., Olga Moreno_Fernández, Pilar Moreno-Crespo, and Mario Ferreras-Listán. "Escape rooms' pedagogical potential from female future teachers’ perspectives." Journal of University Teaching and Learning Practice 17, no. 5 (December 1, 2020): 104–20. http://dx.doi.org/10.53761/1.17.5.7.
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Fast and easy Internet and knowledge access by just a click are some of the characteristics of the twenty first century. This means that this knowledge has been acquired fast and superficially. Thus, discernment turns into something ephemeral, because there is not a profound examination of the aspects dealt with. This is caused by the enormous quantity of information found that, in many cases, does not reflect reality. In this sense, teachers can find multitasking students that can perform many activities but without reflexively undertaking them. Education tries to solve these type of problems so the learning-teaching process is as significant as possible. Therefore, future teachers should always have tools for keeping students’ attention, as well as to raise interest in the studied subjects. Within these new tools, escape rooms are, because they not only increase students’ motivation but also encourage teamwork and reflexive learning, as the tasks to be solved are complex. However, as male and female present different perspectives towards gamification, in this work, escape rooms have been studied applying a gender perspective. In the University of Seville, Spain, a descriptive-interpretative exploratory study took place intending to analyse future female teachers’ conceptions about escape rooms. A 17-item questionnaire was applied to 99 female students of the Degree in Primary Education. Results show that subjects highly valued the ludic part of the escape rooms as a didactic activity, which fosters significant learning. Students also appreciated that the activity was close to their reality and that it was integrating students’ interests in the Primary Education classroom. The main conclusion of the study is that, even if there is room for improvement and there is a need to make them more appealing to female students, escape rooms are considered an excellent educative resource as well as an adequate alternative teaching methodology.
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J Ángel Rueda, Christian, Juan C Valdés Godínes, and Paul D Rudman. "Categorizing the Educational Affordances of 3 Dimensional Immersive Digital Environments." Journal of Information Technology Education: Innovations in Practice 17 (2018): 083–112. http://dx.doi.org/10.28945/4056.
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Aim/Purpose: This paper provides a general-purpose categorization scheme for assessing the utility of new and emerging three-dimensional interactive digital environments (3D-IDEs), along with specific pedagogic approaches that are known to work. It argues for the use of 3D-IDEs on the basis of their ludic appeal and ability to provide intrinsic motivation to the learner, and their openness that allows the learner to gain a more holistic understanding of a topic. Background: Researchers have investigated the affordances, benefits, and drawbacks of individual 3D-IDEs, such as virtual worlds, but teachers lack a general-purpose approach to assessing new 3D-IDEs as they appear and applying them to teaching practice. Methodology: The categorization scheme is based on the analysis, reflection, and comprehension of the research on limitations, challenges, and opportunities for teaching in virtual environments by Angel Rueda, Valdes Godines and Guzmán Flores; the scheme is discussed in terms of an experiment to trial virtual genetics labs in Second Life. Contribution: The paper describes a general-purpose approach to applying existing and new 3D virtual spaces to education, shows a worked example of the use of the categories, and describes six approaches to consider in applying these technologies. Findings: 3D-IDEs are categorized in terms of the way in which they interface with the user’s senses and their ability to provide ‘immersion’; two forms of immersion are examined: digital perceptual immersion – the generated sense of reality – and ludic narrative immersion – a less cognitive and more emotional engagement with the learning environment. Recommendations for Practitioners: Six specific forms of pedagogy appropriate for 3D-IDEs are examined and discussed, in terms of the affordances and technology required, as assessed by the categorization scheme. More broadly, the paper argues for a change in the assessment of new digital technologies from the technology’s features to its affordances and the pedagogies it can support. Recommendation for Researchers: The paper offers a practical approach to choosing and using 3D-IDEs for education, based upon previous work. The next step is to trial the scheme with teachers to ascertain its ease of use and effectiveness. Impact on Society: The paper argues strongly for a new approach to teaching, where the learner is encouraged to use 3D-IDEs in a ludic manner in order to generate internal motivation to learn, and to explore the topic according to their individual learning needs in addition to the teacher’s planned route through the learning material. Future Research: The categorization scheme is intended to be applied to new technologies as they are introduced. Future research is needed to assess its effectiveness and if necessary update the scheme.
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Stenner, Paul, and Niels Åkerstrøm Andersen. "The emotional organization and the problem of authenticity: The romantic, the pedagogic, the therapeutic and the ludic as liminal media of transition." Systems Research and Behavioral Science 37, no. 3 (April 28, 2020): 450–66. http://dx.doi.org/10.1002/sres.2687.
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Lima, Adimilson Ferreira, and Adival José Reinert Junior. "O lúdico como aliado na alfabetização e letramento." Revista Científica Multidisciplinar Núcleo do Conhecimento, March 20, 2020, 05–13. http://dx.doi.org/10.32749/nucleodoconhecimento.com.br/pedagogia/ludico-como-aliado.
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Este trabalho de revisão bibliográfica objetiva verificar a importância do lúdico como um aliado do profissional de educação, e, a partir da temática, tem-se como intuito refletir sobre os instrumentos e métodos metodológicos voltados aos processos de alfabetização e letramento do público infantil. Considerando as teorias direcionadas as ideias de leitura, e, também, de escrita, podemos entender que essas têm sido somadas aos conceitos de alfabetização e letramento. A alfabetização diz respeito ao processo de aprendizagem do público infantil, sobretudo de absorção do alfabeto, uma vez que ele é um código acionado para se comunicar via escrita. Já o letramento, por conseguinte, refere-se aos exercícios que colocam o aprendiz em contato tanto com a leitura quanto com a escrita por intermédio do acionamento de técnicas que fazem com que esse aprendiz interaja nos mais diversos contextos sociais. O lúdico, nessa relação, revela-se como um instrumento essencial, pois ajuda a despertar, na criança, a curiosidade e o prazer no processo educacional. Nesse contexto, a pesquisa reitera que exercícios lúdicos são indispensáveis para fomentar as práticas que envolvem a leitura e a escrita, pois são verdadeiros facilitadoras dos relacionamentos e das vivências no contexto escolar. Palavras-chave: Educação, alfabetização, letramento, lúdico, aprendizagem.
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Nery, Maria, Débora Silva, and Paulo Figueiredo. "Atividades lúdicas e literatura infantil na prática pedagógica: evidências de uma amostra de escolas no Oeste do Brasil." Revista Brasileira de Estudos Pedagógicos 89, no. 223 (June 18, 2019). http://dx.doi.org/10.24109/2176-6681.rbep.89i223.693.
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Muito embora haja vários estudos que apontem para a importância do uso da literatura infantil e de atividades lúdicas para o processo de ensino-aprendizagem, ainda há escassez de estudos que avaliem não apenas a incidência, mas a maneira como tais atividades são usadas em escolas, principalmente em um contexto distante dos centros economicamente desenvolvidos do Brasil. Este artigo examina essas questões em uma pequena amostra de 20 escolas de educação infantil e de ensino fundamental em Corumbá-MS, um município localizado no lado oeste do Centro-Oeste brasileiro: oito municipais, quatro estaduais e oito da rede privada. Baseando-se em evidências empíricas de primeira mão, colhidas diretamente nas escolas pesquisadas por meio de um extensivo trabalho de campo e de técnicas múltiplas de coleta de dados, este estudo indica que, pelo menos nessa amostra de escolas, a adoção das práticas pedagógicas baseadas em atividades lúdicas e no uso da literatura infantil é variada tanto em termos de sua incidência como em termos do modo como são usadas. Essa heterogeneidade foi encontrada tanto dentro de cada categoria de escola (estadual, municipal ou privada) como entre as três categorias. As evidências sugerem que a carência de uma formação específica dos professores parece ser um inibidor crucial à adoção e ao uso adequado de atividades lúdicas na prática pedagógica das escolas pesquisadas. Recomendamos, portanto, uma substancial melhoria da formação dos professores no sentido de proporcionar-lhes uma formação mais compreensiva, a fim de ampliar e aprimorar o seu entendimento sobre a real importância das atividades lúdicas para o processo de aprendizagem interativa e criativa. Isto, por sua vez, implicaria uma convergência de esforços por parte não apenas da gestão das escolas, mas também das universidades, que formam os professores, e dos formuladores de política pública, local e nacional, que podem influenciar na provisão de recursos físicos, financeiros e humanos. Abstract Ludic activities and children literature in the pedagogic practice: evidence from a sample of schools from Mid-West in Brazil Although there are various studies pointing to the importance of ludic activities and children literature to the teaching-learning process, there is still a scarcity of studies that assess not only the incidence, but also the manner in which such activities are used in schools, particularly in a context which is far away from the developed areas of Brazil. This article examines such issues in a sample of 20 schools of pre school education and the initial series of primary school in Corumbá, a town located on western side of the state of Mato Grosso do Sul, in Mid-west Brazil: eight private schools, eight municipal schools, and four state schools. Drawing on first-hand empirical evidence collected directly in the sampled schools on the basis of an extensive fieldwork and multiple data-gathering techniques, this study indicates that, at least within this sample of schools, the adoption of pedagogic practices based on the use of ludic activities and child literature is varied either in terms of their incidence or in terms of the way in which they are implemented. Such heterogeneity was found both within each category of schools (private, municipal or state) and across these three categories. The lack of a proper training of teachers seems to be a crucial inhibitor of an adequate use of such ludic activities in the pedagogic practice of the researched schools. Thus, we recommend more focused and refined efforts on the qualification of teachers in order to expand their knowledge and skills and so that they can perform as facilitators of an interactive and creative teaching and learning processes. Such efforts should be made not only within the schools themselves, but also at the level of universities, that train teachers, and policy makers, at both local and national levels, that can influence the provision of physical, financial and human resources. Keywords: Children literature; ludic activities; Pedagogic practices; Mid West Brazil
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Barbosa, Nayara Gonçalves, Ana Carolina Guidorizzi Zanetti, and Jacqueline de Souza. "Genograma e ecomapa como estratégias lúdicas de ensino de enfermagem na Atenção Primária à Saúde." Revista Brasileira de Enfermagem 74, no. 3 (2021). http://dx.doi.org/10.1590/0034-7167-2020-1106.
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ABSTRACT Objectives: to report the experience using ludic strategies for the teaching-learning in the elaboration of the genogram and ecomap; and the use of these instruments by Nursing students in the Primary Health Care services. Methods: an experience report of the discipline Integrity of Care I (Integralidade do Cuidado I), of the Nursing School of Ribeirao Preto. Problems scenarios were created to approach the genogram and ecomap, comprising different family arrangements, represented by pedagogic puppets. Results: students actively participated, held collective discussions, elaborated genogram, and ecomap, identified the type of family, and the stages of the vital cycle, providing increased dynamics and interactivity. Subsequently, in supervised activities in Primary Health Care services, students elaborated the genogram and ecomap to monitor a family. Final Considerations: the use of ludic strategies propitiates the teamwork, active interaction of the group, and the creativity. The articulation between theory and practice resulted in a significant learning.
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CHINCHILLA G., VICTOR JAIRO. "UN EDITORIAL FUERA DE LUGAR." Lúdica Pedagógica, no. 3 (March 10, 1998). http://dx.doi.org/10.17227/ludica.num3-2707.
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En el juego de fútbol, como en la mayoría de los juegos se da una falta que se llama “fuera de lugar”. Toda jugada que se hace en esta situación es ilegítima bien sea porque está buscando ventajas o porque está aplicando una forma de jugar que no corresponde a las normas establecidas entre los participantes.Tal imagen sirve para caracterizar el editorial del número anterior de LUDJCA PEDAGOGICA (número 2, página 2) que tiene como titulo “Mucho ruido y pocas nueces” en el cual se realiza una crítica a lo que se considera como “anquilosamiento de la Educación Física”.
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Raz, Carmel. "Anne Young’s Introduction to Music (1803): Pedagogical, Speculative, and Ludic Music Theory." Society for Music Theory Videocast Journal 4, no. 3 (October 2018). http://dx.doi.org/10.30535/smtv.4.3.
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In 1801, the Scottish music theorist Anne Young (1756-1827) created an elaborate board game set designed to teach musical fundamentals. This video offers some thoughts on the creation and reception of her works, contextualizing their creation and reception within the history of education in late eighteenth century Britain.
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Affonso, Suselei Bedin. "A Ludoteca Digital como Espaço de Aprendizagem na Formação de Professores." EaD em Foco 7, no. 2 (September 6, 2017). http://dx.doi.org/10.18264/eadf.v7i2.465.
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Este artigo tem como objetivo promover uma reflexão crítica acerca das possibilidades formativas proporcionadas pela utilização de espaços virtuais de experimentação na formação de futuros educadores. A partir da implantação de uma ludoteca digital vinculada ao curso de Pedagogia e do acompanhamento de sua utilização pelos acadêmicos junto à comunidade, buscou-se investigar as contribuições desse espaço para promover a aproximação dos alunos com as novas tecnologias que podem ser incorporadas no trabalho pedagógico, bem como refletir sobre as potencialidades e limites desses recursos. Os resultados apontam para a contribuição da disseminação da ludicidade em um ambiente virtual voltado à aprendizagem e à oportunidade de os estudantes experimentarem novos materiais pedagógicos e metodologias que lhes permitam refletir sobre os processos educativos, relacionando teoria e prática. Palavras-chave: Ludoteca digital, Ambientes virtuais, Novas metodologias de ensino-aprendizagem, Formação de professores.Digital Didactic Playroom as a Learning Environment in Teachers Education Abstract This paper aims to promote a critical reflection about the possibilities and limitations provided by the use of experimental virtual spaces in the formation of future educators. From the implementation of a digital didactic playroom linked to the Pedagogy course and by monitoring its use with the community, this paper aimed to investigate its contributions to the consolidation and expansion of knowledge in the professional development of these students, as well as the difficulties and easiness of the incorporation of new technologies in the pedagogical work. The results point not only to the contribution of the dissemination of ludic character on a virtual environment developed for learning, but also to the opportunity of students to experiment new pedagogical materials and methodologies that enables them to optimize their action, relating theory to practice.Keywords: Digital didactic playroom, Virtual environment, Teaching-learning methodology; Professor training.
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Panella, Maurício Camargo. "De fora adentro: uma experiência de pertencimento afetuoso, entorpecido, aéreo e enraizado com o mundo." ILUMINURAS 13, no. 31 (February 7, 2013). http://dx.doi.org/10.22456/1984-1191.37131.
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Neste artigo tratarei de relacionar algumas reflexões sobre o Projeto De fora adentro (NAC- Núcleo de Arte e Cultura da UFRN/ PROEX). São reflexões nascidas pelo encontro entre conceitos da fenomenologia da imaginação de Gaston Bachelard (entorpecimento, vertigem, elasticidade, ingravidez e leveza) com alguns depoimentos dos visitantes no lançamento da mostra que ocorreu na 62° SBPC em Natal. O projeto De fora adentro- Natal por meio de uma metodologia investigativa, criativa e sensibilizante, tem como objetivo fundamental desenvolver, difundir e popularizar pesquisas e resultados científicos transdisciplinares que proporcionem ao público uma compreensão menos fragmentada sobre as relações humanas com o meio ambiente. Para atingir esta meta o projeto elabora, compõe e expõe produtos artísticos e interativos para distintas faixas etárias, realizando mostras itinerantes com atividades lúdico-pedagógico-sensoriais que proporcionam uma experiência cognitiva-sensível de reconhecimento-registro, pertencimento, cuidado e difusão do patrimônio cultural e natural da cidade. Palavras chave: Imaginação Dinâmica. Popularização da Ciência. Educação Patrimonial. Arte. From the Outside In – Natal Abstract The present article deals with reflections on the project, From the Outside In – Natal, (Projeto De fora adentro -- Natal), which is part of the Nucleus of Art and Culture at the Federal University of Rio Grande do Norte/PROEX (Núcleo de Arte e Cultura [NAC] da UFRN/ PROEX). These reflections emerged from the intersection of concepts in the phenomenology of the imagination by Gaston Bachelard (twisting, vertigo, elasticity, zero gravity, lightness) with testimony of visitors at the opening of the show that occurred at 62° SBPC in Natal. The project From the Outside In- Natal, through a methodology characterized as investigative, creative and conscientious, has as a main objective to develop, distribute, and popularize scientific trans-disciplinary research and its results, for the general public, to promote greater understanding, and a less fragmented perspective about human relationships and the environment. To achieve these aims the Project develops, composes and exhibits artistic and interactive products for distinct age groups, constituting traveling exhibitions with ludic-pedagogic-sensorial activities, which foment a cognitive-sensitizing experience of recognition-register, belonging, care and dissemination of the city’s natural and cultural patrimony. Keywords: Dynamic Imagination; Popular Science; Patrimonial Education; Art.