Ensaio sobre a utilização de jogos de regras como recurso mobilizador do desenvolvimento socioemocional no Ensino Fundamental
Data
2022-06-22
Autores
Abed, Anita Lilian Zuppo 
Orientadores
Micheli, Denise De
Tipo
Tese de doutorado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
O presente ensaio tem como objetivo apresentar e discutir subsídios filosóficos, teóricos e orientações práticas que possam sustentar a utilização intencional, no Ensino Fundamental, de ‘jogos de regras’ (tomando como referência a nomenclatura adotada por Jean Piaget) para estimular o desenvolvimento de habilidades socioemocionais. Tendo como pano de fundo reflexões sobre o paradigma filosófico da pós-modernidade e os referenciais teóricos de abordagem interacionista sobre desenvolvimento humano e processo ensino-aprendizagem, os resultados de uma revisão bibliográfica realizada sobre o tema, as contribuições das neurociências sobre as relações razão/emoção e o modelo de classificação das competências socioemocionais desenvolvido pelo Instituto Ayrton Senna com base no Modelo Big Five, são tecidas reflexões que buscam ampliar a aplicabilidade desse modelo na Educação Básica por meio do potencial mobilizador dos jogos de regras para o desenvolvimento socioemocional. Uma classificação dos jogos de regras quanto ao campo relacional configurado pelas características de suas regras, elaborada por esta pesquisadora há mais de duas décadas, é apresentada e explorada. Levando-se em conta as especificidades do tipo de regras em cada categoria, são tecidas considerações, reflexões e análises sobre as habilidades socioemocionais e as funções executivas mobilizadas pelas experiências do jogar, levantando-se hipóteses sobre a possibilidade de essa taxonomia servir como base para que jogos de regras sejam utilizados, intencionalmente, pelos professores do Ensino Fundamental como recursos promotores do desenvolvimento integral dos seus estudantes, tal qual orienta a BNCC (Base Nacional Comum Curricular).
This essay aims to present and discuss philosophical and theoretical subsidies and practical guidelines that can support the intentional use, in elementary school, of 'rules games' (taking as reference the nomenclature adopted by Jean Piaget) to stimulate the development of social and emotional skills. Against the backdrop of reflections about the post-modern philosophical paradigm and the theoretical references of the interactionist approach to human development and the teaching-learning process, the results of a literature review conducted on the subject, the contributions of neuroscience on the reason/emotion relationship, the social-emotional skills classification model developed by the Ayrton Senna Institute based on the Big Five Model, reflections are made that seek to expand the applicability of this model in Basic Education through the mobilizing potential of rules games for socio-emotional development. A classification of rule games in terms of the relational field configured by the characteristics of their rules, developed by this researcher over two decades ago, is presented and explored. Taking into account the specificities of the kind of rules in each category, considerations, reflections, and analyses are made about the social-emotional skills and Executive Functions mobilized by the experiences raising hypotheses about the possibility of this taxonomy serving as a basis for rules games to be intentionally used by elementary school teachers as resources to promote the full development of their students, as guided by the BNCC (Base Nacional Comum Curricular).
This essay aims to present and discuss philosophical and theoretical subsidies and practical guidelines that can support the intentional use, in elementary school, of 'rules games' (taking as reference the nomenclature adopted by Jean Piaget) to stimulate the development of social and emotional skills. Against the backdrop of reflections about the post-modern philosophical paradigm and the theoretical references of the interactionist approach to human development and the teaching-learning process, the results of a literature review conducted on the subject, the contributions of neuroscience on the reason/emotion relationship, the social-emotional skills classification model developed by the Ayrton Senna Institute based on the Big Five Model, reflections are made that seek to expand the applicability of this model in Basic Education through the mobilizing potential of rules games for socio-emotional development. A classification of rule games in terms of the relational field configured by the characteristics of their rules, developed by this researcher over two decades ago, is presented and explored. Taking into account the specificities of the kind of rules in each category, considerations, reflections, and analyses are made about the social-emotional skills and Executive Functions mobilized by the experiences raising hypotheses about the possibility of this taxonomy serving as a basis for rules games to be intentionally used by elementary school teachers as resources to promote the full development of their students, as guided by the BNCC (Base Nacional Comum Curricular).