Potencialidades dos jogos no ensino-aprendizagem de Matemática no curso de Licenciatura em Matemática: perspectivas docentes (UFTM)

Abstract

This work is part of the Curriculum, Teaching and Training Spaces for Science and Mathematics Education research line of the Postgraduate Program in Science and Mathematics Education at the Federal University of Triângulo Mineiro (UFTM). It is also part of the Education and Culture Study and Research Group (GEPEDUC) and the Teaching Profession Research Network (REPPOD). It was assumed that the use of games as a teaching methodology in Higher Education, especially in Mathematics Degree courses, does not yet have such an approach, thus creating a certain paradox, in which the course subjects present the mathematical content in a abstract, and do not always put these methodologies into practice. Within this context, the research aimed to understand how the Teachers of the Mathematics Degree course at UFTM envision the potential of games in the construction of mathematical knowledge and use this methodology in their Teaching Practice. The theoretical contribution regarding games is supported by studies by Johan Huizinga, Regina Célia Grando, Constance Kamii, Rita Devries, Tizuko Morchida Kishimoto, among others and on teacher training in Giovana Ferreira Melo and Vanessa Bueno Campos, Júlio Henrique da Cunha Neto, Váldina Gonçalves da Costa, among others. In a qualitative approach, an exclusionary question was sent to fifteen course teachers about the use of games in their Teaching Practice, obtaining five affirmative answers, with which a semi-structured interview was carried out. Of the nine laboratories linked to the course, two contained games and teaching materials, which were catalogued. Through the interpretative analysis of the interviews, the Pedagogical Project of the Course, the games in the laboratories and the theoretical framework of the research, it was evident that the Teaching Practice of the interviewees covers the use of games as a teaching methodology in classes and in extension projects, however, we highlight that there are a small number of Teachers who use this methodology in the course. It is expected that the research can contribute to the Teacher Training process in Mathematics, enabling discussions about the methodologies used in these disciplines to build mathematical knowledge and, mainly with the use of games, which can also lead to improvements for the Basic education.