Jogos multiplicativos no planejamento do desempenho universal para aprendizagem, à luz do pensamento complexo de Edgar Morin no ensino fundamental : anos iniciais

Abstract

Resumo: Esta pesquisa apresenta como objetivo evidenciar as contribuições das intervenções pedagógicas envolvendo jogos multiplicativos no planejamento com a abordagem do Desenho Universal da Aprendizagem (DUA), à luz do pensamento complexo de Edgar Morin no Ensino Fundamental - Anos Iniciais. O estudo aconteceu no ano de 2023, numa escola municipal localizada na cidade de Curitiba. De natureza qualitativa, a pesquisa teve como público-alvo uma turma com 30 estudantes do 2° ano do Ensino Fundamental - Anos Iniciais. A princípio, foram desenvolvidos cinco encontros para observar e auxiliar os estudantes em sala de aula, a fim de preencher o formulário de habilidades e dificuldades e desenhar a intervenção pedagógica com os jogos multiplicativos na abordagem do DUA. Com base nas observações individuais e considerando o conteúdo de multiplicação, elaborou-se o planejamento baseado nos princípios do DUA, de forma a atender a cada um dos estudantes da turma, independentemente de suas especificidades, promovendo um ambiente de aprendizagem inclusivo e dinâmico. Finalizados os 20 encontros destinados à aplicação da intervenção pedagógica, houve a produção de dados por meio da modelização, um método de organização, análise e reflexão dos recortes dos participantes da pesquisa, com a definição de palavras-chave, construção de quadro associativo e da representação gráfica e descrição reflexiva desta. Desses dados, emergiram três categorias: "contribuições do DUA na compreensão da multiplicação", "compreensão humana pela escuta e empatia" e "contribuições dos jogos matemáticos multiplicativos no planejamento do DUA, à luz do pensamento complexo". Verificou-se que é possível atender a cada estudante utilizando o planejamento baseado nos princípios do DUA, respeitando a diversidade existente e eliminando barreiras, à luz do pensamento complexo de Edgar Morin. Para isso, os professores devem repensar suas práticas pedagógicas, de maneira que suas intervenções estejam direcionadas a atividades acessíveis.

Abstract: This research aims to highlight the contributions of pedagogical interventions involving multiplicative games in planning with the Universal Learning Design (UDL) approach, in light of Edgar Morin's complex thinking in Elementary School - Early Years. The study took place in 2023, at a Municipal School located in the city of Curitiba. The qualitative research Ludke and André (2018), the target audience was a class with 30 students from the 2nd year of Elementary School-Early Years because the teacher researcher had already developed a work with them in the previous year. First, the school's pedagogical team was exposed to the approach to the research, then a meeting was held explaining and filling out the Informed Consent Form (ICF) with the responsible family members and later the Informed Consent Form (TALE) with the students. The request of the class teacher was to develop the research within the content that would be studied in the semester on multiplication. Five meetings were developed only for observation and assistance of students in the classroom, in order to fill out the students' skills and difficulties form, so that we could redesign the pedagogical intervention with multiplicative games in the approach to UDL. Based on individual observations, planning was elaborated based on the principles of UDL in order to meet each of the students in the class regardless of their specificities, promoting an inclusive and dynamic learning environment meeting the various needs and redesigning materials used in each of the planned pedagogical practices. With the practice of pedagogical intervention, we started one of the meetings with real stories of the librarian teacher exposing her case of deafness, in the following meetings we used slides and short videos explaining about inclusion, DU and UDL and disabilities. We had contact with braille (through books and boxes) and production of the braille cell with clay and straw. Learning with Libras was through videos, posters and imitation of some signs. In the courtyard, the students represented the artist Maria Goret Chagas painting using only her mouth and feet. They made a panel of clothes (T-shirt and shorts) making the correct combinatorial analysis and the possible combinations. After exploring the triggers to the theme, he began to apply the multiplicative games which were: "Hey... How many are there?", "The Boot of many leagues", "Envelope of Multiplication" and "The correct key with hunt for the Secret Box". We ended in 20 meetings, reaching the final stage of data production through modeling, organization method, analysis and reflection of the research participants' cuts, definition of keywords, construction of membership, construction of graphic representation and reflective description of graphic representation. Three categories emerged analyzed: "Contributions of UDL in the understanding of multiplication", "Human understanding through listening and empathy" and "Contributions of multiplicative mathematical games in the planning of UDL in the light of complex thinking". Affirming that it is possible to serve each student using planning based on the principles of UDL, respecting the existing diversity and eliminating barriers in the light of Edgar Morin's complex thinking. To this end, teachers must rethink their pedagogical practices, so that their interventions are directed to activities that are accessible to all students