O jogo digital como mediação no ensino de Ciências nos anos iniciais do Ensino Fundamental

Abstract

In this time of intense change in digital information and communication technologies, digital games have taken on a unique importance among children and adolescents. Despite this, most school institutions and teachers do not use digital games in the pedagogical process, limiting teaching and students' learning interests. The general aim of the research was to understand and apply the tools of the digital game Gartic from the perspective of grounding and elaborating technological and playful mediations for teaching science in the early years of elementary school. The research methodology is qualitative and experimental in nature, based on theoretical studies by authors on digital games, child development, the curricular and pedagogical approach of the Science curriculum component. The main authors who helped us to base this research were Prensky (2012), Mattar (2010), Meira and Blikstein (2020), Kishimoto (2010), Carvalho (2014), Becker (2012) and Moran, Masseto and Behrens (2013). And also the National Common Curriculum Base (BNCC). The empirical research was carried out in a public school in Manaus/AM, involving the teachers' approach and the application of a didactic sequence using the Gartic game as a resource for mediating the content "Simple Food Chains".