O JOGO E SEU PAPEL NO DESENVOLVIMENTO PSÍQUICO DA PESSOA HUMANA: UMA FORMAÇÃO DOCENTE DE MATEMÁTICA

Resumo

This work presents an investigation into the potential of a formative process for educators that deepened the use of educational games based on the epistemological horizon of the Historical-Cultural Activity Theory, especially in its post-Vygotskian development, directly contributing to reflection and practice in the training of mathematics teachers. The research was justified by the need to expand teacher education in the face of pedagogical challenges encountered in the school environment, particularly in the classroom setting. The use of games aimed at specific learning objectives can aid in the teaching of mathematical content. The adopted methodology is qualitative in nature and sought to establish itself as a formative intervention. Both the methodology and data analysis followed the Marxist dialectical perspective. The research execution process culminated in the publication of an educational product in book format, developed as a result of the investigation stages. This product consists of various artifacts, such as a reflection on the relationship between dialectical methodology and mathematics teacher education, texts that support the formative process and contribute to the possibility of replicating the course, didactic materials related to the topic, as well as the presentation of the games chosen for use and created for the research implementation. The investigation results show that by carrying out a formative intervention with teachers involved in mathematics education, it is noted that the game, as a pedagogical resource, plays a role that goes beyond the developmental stage of childhood. It is affirmed that it has a significant function in the psychological development of the human person in general. It is important to highlight that the game was understood as a socially based practice, since its origin and nature are materially and historically linked to social reality. In other words, it was the living conditions of concrete human subjects in society that enabled the emergence of this particular phenomenon, which contributed and continues to contribute to the development of humanity. Finally, it was found that the methodological elements of expansive learning theory can substantially contribute to structuring formative processes, as well as guiding subsequent analyses. It was also observed that the antithetical stance, in response to certain considerations by the participating teachers, favored qualitative gains in reflection and appropriation of the concepts worked on.

Dados da obra

Tipo

Tese (doutorado)

Instituição

IFES

Ano

2025

Defesa

19/12/2025

Idioma

pt

Palavras-chave

Teoria Histórico-Cultural da Atividade; Jogos; Ensino de matemática

Temas

Formação de Professores de Matemática

Handle

https://repositorio.ifes.edu.br/handle/123456789/7509

Acesso

Texto completo na fonte

Fontes

BDTD/IBICT

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026