Desenvolvimento de gameboards por estudantes de pedagogia: contribuições na formação de pedagogos

Abstract

Pedagogy is a vast field, covering several areas. In this sense, the training of pedagogues must meet the different educational modalities, both formal and non-formal, since each modality has its specificities. However, there is a tendency to prioritize Formal Education in Pedagogy courses. the Pedagogical Project of the Pedagogy Course - in-person, at the Ufal Education Center, A.C. Simões Campus, which may lead to a lack of specific training for pedagogues to work in non-formal spaces and to plan and develop pedagogical practices in these places, such as cultural artifacts, activities, games, planning, etc. Therefore, this research aims to analyze how the development and application of gameboards in Non-Formal Education spaces can contribute to the training of Pedagogy students. Given that the field of Non-Formal Education is distinct from educational practices in Formal Education, it is significant to understand how pedagogical practices are carried out in these spaces. Furthermore, it is important to learn how to develop activities and artifacts, such as games, as they stimulate and facilitate learning in different ways. The research is qualitative and is based on a case study with Pedagogy students who built gameboards for Non-Formal Education spaces. It was carried out with thirty students from a 4th period class of the Pedagogy course at the Ufal Education Center. From the data collected, it was observed that the experience of building a gameboard can be enriching for the training of the pedagogue, enhancing innovation and playfulness in the teaching and learning process regarding Non-Formal Education, in addition to allowing the planning of activities appropriate to different educational contexts. However, this task also proves to be challenging, as it demands time and resources to learn about the world of games and how to incorporate them effectively and concretely into the educational environment. The data also highlight the importance of research in teacher training, as student involvement helped them to perceive the relevance of academic research and practice as a continuous process of knowledge construction.