Intencionalidade Lúdica: uma análise de percepções a partir de um jogo aplicado no Programa Residência Pedagógica

Abstract

The game has been a playful alternative to give chemistry the new look it needs. Studies on games, recreational activities and playfulness are increasingly recurrent in the teaching of chemistry, being considered the subject of the moment presented at conventions, congresses and research in general. The concern, however, is whether these methodologies are really intentional or if it is just another way of occupying time in the classroom. In this context, the present work aimed to analyze the Influence, the impacts of playful intentionality, in the different perspectives of the subject (coordinator, preceptor, resident) within the regency of the Pedagogical Residence program, in the application of a game as a didactic tool in teaching of chemistry. Through a qualitative approach, based on autobiographical narratives as a teaching and learning strategy, based on reflection diaries (logbooks), the divergence of playful intentions by the three subjects was investigated and how these changes in conception actually affected the radioactive truco game application. It was found that, faced with the interference of the students' previous conceptions about the ludic activity applied in a final way, by the resident, the students had their creative inventiveness, which would thus be adhered to with the didactic game, if applied in a uniform way with the intention’s playful activities of the coordinator, preceptor.