O ensino da matemática na perspectiva do ensino lúdico, como potencializador da aprendizagem

Abstract

This work aimed to learn about play as a support for the teaching of Mathematics, with the aim of alleviating school dropout rates. It refers to a study that was developed in two moments: the first in the experience of a supervised internship in a school in the municipal network of Coruripe-Al, which caused the motivation for the study, and the second, based on research and bibliographical production on the topic. The exploratory study, with a qualitative approach, had students and a Mathematics teacher as collaborators. The investigation instruments were observations during the internship and a semi-structured interview with a conversation circle feature, as well as printed and online books, which deal with the subject in question. The information acquired during the experience with the class shows that evasion, among other reasons, can also be motivated by the cold way in which classes take place, as well as references such as Novaes (1987); Gadotti and Romão (2002); Brazil (2004), Libâneo (2004), Teixeira (2010); Huizinga (2010); Santos (2011), among others, who indicate that Playfulness can develop the learning of adult students, as long as games, toys and games bring the content closer to the experiences of life in society, so that teaching and playing do not invalidate each other in teaching and learning.