Análise de dissertações do PROFMAT (2013 a 2017): o jogo como objeto de estudo

Abstract

PROFMAT is a postgraduate modality that aims to train teachers of Basic Education, make them multipliers of their productions and promote impacts in Basic Education. In this way, continuing education courses can contribute to an educational environment that considers the student as a subject of the teaching-learning process through methodological strategies such as gaming, which encourage the creation and critical thinking of the student. Thus, playfulness becomes indispensable to promote meaningful mathematics classes, as it stimulates motivation, reasoning and contributes to the socialization and development of citizenship. Faced with the arguments that advocate games to promote the construction of knowledge and the teaching of Mathematics we intend, in this dissertation, to investigate the academic productions of PROFMAT that involves the use of games as a teaching strategy of Mathematics through a bibliographical research of the type State of Knowledge. The PROFMAT academic production information was organized which involve the game usage through an a priori categorization carried out by Grando (1995),in order to contemplate the contributions, indicating what still may be researched about the game usages in Mathematics teaching and seeking the socialization of this research to contribute to the discussion about the teaching of Maths. The results show us a setting which is still under construction. It was noticed that there is a product concentration in the southeast region. In relation to the published dissertations, 2013 to June 14, 2017, turned out to 3,208 studies, 65 of them had games as studying aims. They were shown thus: 3% were “puzzle games”; 8% were “computing games”; 11% were “gambling games”; 12% “teaching games”; 27% “strategy games” and 39% “content fixing games”. The Mathematical contents seen in the studies refer, most of them, the ones taught in the Secondary Education, concluding that this fact happens because of the teacher’s profile who sees the PROFMAT as a continuing education to be active in this kind of teaching. There are dissertations that have the potential to impact and transform the Mathematics teaching in Basic Education, but there are still many adjustments for PROFMAT to achieve its objectives. In this sense, this research makes possible the reflection about methodologies that can contribute to a significant teaching for the students and also makes think about the sense of improvement that PROFMAT provides to the teachers in the function of disseminators of their productions.