A teoria da aprendizagem baseada em jogos na disciplina de Geografia nos anos iniciais

Abstract

This article aimed to analyze the pedagogical didactic possibilities that games have in relation to the learning theories of children in the 2nd year of Elementary School, resulting from active action in the school space based on the theories of Piaget (1971) and Vygotsky (1991), and authors such as Alves and Bianchin (2010), Lacanallo and Mori (2018), Moreira (1999), Martins (1997) and other writers, understanding that this methodological resource positively influences the acquisition of knowledge. Thus, the methodology applied had an exploratory design, accompanied by a selection of samples with children between 07 and 08 years old, from a municipal school in the city of Pariconha - AL. The action for data collection came from the classes of Stage III with an interdisciplinary nature that emphasizes the teaching of Geography in a playful and concrete way, working together with the Portuguese Language and not in an isolated way, because we understand the importance of literacy in the early years and its greatness. Therefore, for analysis, games were chosen with the purpose of full and integral development of students, concluding that the use of this resource within the school space can become a great tool for mediation between knowledge and practice.