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Advisor(s)
Abstract(s)
Este trabalho tem como objetivo ressaltar o importante papel da gamificação e das
competências socioemocionais no processo de ensino/aprendizagem como mediador do
conhecimento e não apenas como um “jogo que ensina” ou “não saber como gerenciar as
emoções durantes as aulas” mesmo que na ótica dos docentes esta tarefa seja impossível.
Este relatório investigativo também tem como objetivo, informar e formar docentes que a
gamificação e as competências socioemocionais estão intimamente ligadas e que podem ser
trabalhadas com materiais analógicos até digitais e até mesmo com o auxílio da narrativização.
Devemos ter sempre em vista a experiência de vida do aluno e o seu conhecimento no que
diz respeito ao mundo que o rodeia. O conhecimento do aluno deve fazer parte da nossa
prática educativa como professores e até mesmo como comunidade educativa, respeitando
as diferenças e os limites de cada um, baseando-nos na gestão emocional e numa abordagem
gamificada motivadora de forma a gerar produção do conhecimento. A opinião dos alunos é
algo primordial para uma boa aprendizagem e um importante papel para a sua preparação
para o mundo que os rodeia. Nós como professores devemos ter em vista uma abordagem de
ensino onde enfatizamos as competências do XXI, fazendo os alunos pensar, criticar, colaborar
e fazê-los gerar dúvidas para a produção do seu próprio conhecimento. Através da revisão de
alguns autores, processos investigativos como questionários, planificações e recursos, irá ser
mostrado como o professor deve exercer a sua prática educativa tendo um papel mais
orientador acreditando nas potencialidades de cada aluno e fazê-los acreditar que são capazes
de tudo, mesmo quer em contexto autónomo assim como em equipa de forma colaborativa
e de entreajuda. No final desta investigação, poderemos concluir que num futuro próximo, é
essencial dotar os docentes de qualificações apropriadas a este tipo de abordagem e
aprendizagem.
This work aims to highlight the important role of gamification and social and emotional skills in the teaching/learning process as mediator of knowledge and not just as “game that teaches” or “not knowing how to manage emotions during classes”, even if from the teacher’s point of view this task is impossible. This investigative report also aims to inform and educate teachers that gamification and social and emotional skills are closely linked and that they can be used with analogical and digital materials, and even with the help of storytelling. We must always keep in mind the student’s life experience and their knowledge of the world around them. The student’s knowledge should be part of our educational practice as teachers and even as an educational community, respecting the differences and the limits of each one, basing ourselves on emotional management and a motivating gamified approach to generate knowledge production. The students’ opinion is something primordial for good learning and an important role in preparing them for the world around them. We as teachers should have in view a teaching approach where we emphasize the XXI century skills, making students think, criticize, collaborate, and make them generate doubts to produce their own knowledge. Through the review of some authors, investigative processes such as questionnaires, planning and resources, it will be shown how the teacher should exercise their educational practice having more a guiding role believing in the potential of each student and make them believe that they are capable of anything, even in autonomous context as well as in team collaborative and while helping each other. At the end of this research, we can conclude that in the near future, it is essential to provide teachers with appropriate qualifications for this type of approach and learning.
This work aims to highlight the important role of gamification and social and emotional skills in the teaching/learning process as mediator of knowledge and not just as “game that teaches” or “not knowing how to manage emotions during classes”, even if from the teacher’s point of view this task is impossible. This investigative report also aims to inform and educate teachers that gamification and social and emotional skills are closely linked and that they can be used with analogical and digital materials, and even with the help of storytelling. We must always keep in mind the student’s life experience and their knowledge of the world around them. The student’s knowledge should be part of our educational practice as teachers and even as an educational community, respecting the differences and the limits of each one, basing ourselves on emotional management and a motivating gamified approach to generate knowledge production. The students’ opinion is something primordial for good learning and an important role in preparing them for the world around them. We as teachers should have in view a teaching approach where we emphasize the XXI century skills, making students think, criticize, collaborate, and make them generate doubts to produce their own knowledge. Through the review of some authors, investigative processes such as questionnaires, planning and resources, it will be shown how the teacher should exercise their educational practice having more a guiding role believing in the potential of each student and make them believe that they are capable of anything, even in autonomous context as well as in team collaborative and while helping each other. At the end of this research, we can conclude that in the near future, it is essential to provide teachers with appropriate qualifications for this type of approach and learning.
Description
Keywords
Gamificação Competências socioemocionais Aprendizagem de línguas Gamification Socio-emotional skills Language learning
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação