This research is an investigation into the playful aspects of designed products. Defining playfulness in products, besides and beyond utilitarian functions and aesthetics, is at the heart of this thesis. In product design research, playfulness, this indispensable element of our mediated world, is either superficially limited to visual seduction or entangled with new technologies that it seems as if play appears as peripheral. The main objective of this research, therefore, is to understand how play can be embodied within a product at the design stage. The research has been supported by a considerable body of literature on the definition of play, product reviews and qualitative fieldwork studies. The fieldwork and ethnographic research was conducted in three stages. First, a series of semi-structured interviews were carried out with second-year product design students at the Edinburgh College of Art. The aim was to examine their understanding of the playful aspects in their own interactive design. The second stage was a series of focus group discussions held with women over the age of 65 to explore how they understand and interpret playfulness in the context of kitchen appliances, and how the change of functions may affect their attitudes toward the activities of their everyday life. Finally, through using a number of ethnographic research methods, five Edinburgh women, aged between 25 and 35, were observed in their kitchens to assess their style of cooking and the way they interacted with their chosen household products. As a result of these field studies, four main aspects of playfulness in these interactions were discovered: communicative and social aspects, dynamic and bodily engagement, the distractive and immersive quality of play and finally, the ‘self-reflective’ aspects of play. The latter is indebted to the idea of ‘ludification of societies’ proposed by Jos De Mul (2005), who draws attention to the increase of playful activities in Western societies in the 21st century and the emergence of a new state of identity, or ‘ludic identity’. In considering this exploration, I have developed a new framework for the ludo-aesthetics of interaction based on the ‘aesthetics of interaction’ which aims to explain the deeper meanings of playful engagements in product interactions. By defining play and reviewing the possibilities of playfulness in products, I have created a taxonomy of playful products, providing a broad spectrum of play, from visually and functionally playful to more subtle and hidden agendas, which only can be highlighted through the active role of users. The findings to emerge from this study are, firstly, playfulness in product design is not an emotion elicited from using a product but rather is a mode, with a broad range of interactions, from objective to subjective, and from personal to social. Second, to assign any attribute of playfulness to a product without considering the contribution of the user, the socio-cultural environment of use and the reflective and constructive interactions of users with products is reductive and superficial. In order to make these findings more tangible for designers and students in product design, I have visualised four food-related scenarios by imaginative personas based on the observations I made in the course of the fieldwork. In addition, I have drawn upon the term ‘replay’ (normally associated with gaming) to demonstrate that playfulness can occur through recalling the objects of the past, the culture of reusing and recycling, and retro style. In essence, this PhD sets the parameters of what designers should be aware of while dealing with people’s playful interactions with products. It is my belief that such awareness, as a complementary element of aesthetic interactions, will help designers to expand their territory of research and widen their scope for design practices.

Submitted by Amanda Matreiro (amanda_matreiro@hotmail.com) on 2018-07-25T13:40:15Z No. of bitstreams: 1 A Desmistificação da Matemática por meio da Ludicidade - Versão Final.pdf: 35399188 bytes, checksum: aad629bf18492b97e08155df8f01d0b2 (MD5) / Approved for entry into archive by Elza Mitiko Sato null (elzasato@ibilce.unesp.br) on 2018-07-25T16:59:52Z (GMT) No. of bitstreams: 1 matreiro_a_me_sjrp.pdf: 35391120 bytes, checksum: 4301b19b8f3d5768d547f67617c86bfe (MD5) / Made available in DSpace on 2018-07-25T16:59:52Z (GMT). No. of bitstreams: 1 matreiro_a_me_sjrp.pdf: 35391120 bytes, checksum: 4301b19b8f3d5768d547f67617c86bfe (MD5) Previous issue date: 2018-06-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A matemática é uma ciência essencial desde os primórdios, viajando pelo tempo percebemos sua importância para o desenvolvimento da humanidade em diversos quesitos. Ao investigarmos percebemos o quanto as pessoas possuem aversão a matemática; analisando a maneira que a matemática vem sendo ensinada atualmente, talvez encontremos as respostas do por que a matemática tem sido tão odiada. Percebe-se a grande necessidade de se mudar o método de ensino para que os alunos passem a se interessar e gostar mais da matemática. As atividades lúdicas podem ser a saída que procuramos, pois através delas podemos construir conceitos, ao invés simplesmente de impor eles; podemos concluir fórmulas, ao invés de dizer ao aluno que as decore. Fazer a matemática atual, como foi feita a antiga, não com ensino tradicional, mas com construções a partir do cotidiano das pessoas, atribuindo assim mais sentido e utilidade as fórmulas gigantescas. Diante do exposto, o presente estudo tem por objetivo criar estratégias pedagógicas, que tornem as aulas de matemáticas mais interessantes e significativas, quebrando paradigmas e o tradicionalismo presentes no ensino-aprendizagem da matemática, utilizando material pedagógico lúdico. Assim, a proposta é trabalhar com a visualização mais facilitada utilizando recurso didático pedagógico lúdico e a partir da análise de resultados, concluir a utilidade destas ferramentas no ensino da matemática. / Mathematics is an essential science from the earliest, traveling through time we perceive its importance for the development of humanity in various aspects. When we investigate we realize how much people have an aversion to mathematics; analyzing the way mathematics has been taught today, we may find the answers to why mathematics has been so hated. There is a great need to change the teaching method so that the students become interested and enjoy mathematics more. The play activities can be the exit that we seek, because through them we can construct concepts, instead of simply imposing them; we can conclude formulas, instead of telling the student to decorate them. Do the actual mathematics, as was done the old, not with traditional teaching, but with constructions from the everyday of the people, thus giving more meaning and utility the gigantic formulas. In view of the above, this study aims to create pedagogical strategies that make math classes more interesting and meaningful, breaking paradigms and traditionalism present in the teaching-learning of mathematics, using playful pedagogical material. Thus, the proposal is to work with the visualization more facilitated using didactic pedagogical resource and from the analysis of results, to conclude the usefulness of these tools in the teaching of mathematics.

No description available.

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / A presente pesquisa, dando continuidade ao trabalho âEntre mÃos e mÃquinas: a lÃgica de construÃÃo dos artefatos lÃdicosâ, desenvolvido como iniciaÃÃo cientÃfica na graduaÃÃo, procurou compreender a relaÃÃo das crianÃas com os artefatos lÃdicos industriais e artesanais a partir dos modos de brincar num contexto cultural especÃfico, a rua. O corpus foi constituÃdo pelos registros das observaÃÃes das atividades lÃdicas desenvolvidas livremente por crianÃas e adultos residentes na rua Coronel Fabriciano, no bairro Granja Portugal, na periferia de Fortaleza. A utilizaÃÃo do estudo de caso em educaÃÃo de inspiraÃÃo etnogrÃfica como metodologia da pesquisa possibilitou perceber as particularidades culturais do brincar em funÃÃo do contexto estudado. Para a anÃlise do corpus, recorreu-se Ãs categorias teÃricas: modos de brincar, adequada por Costa a partir das maneiras de fazer de Certeau; discurso tal como conceituado por Bakhtin e cultura lÃdica, na perspectiva inaugurada por BrougÃre. Os resultados deste estudo sugerem que a natureza dos artefatos e o contexto onde se organizam as brincadeiras jogam um papel importante na diferenciaÃÃo dos modos de brincar. PorÃm, a iniciativa da crianÃa complexifica essas relaÃÃes na medida em que ela dialoga com os mÃltiplos discursos que perpassam as prÃticas lÃdicas respondendo em parte pela produÃÃo da cultura lÃdica, atuando tanto no diÃlogo com a geraÃÃo precedente quanto na disseminaÃÃo entre os pares. / This research, continuing to work âBetween hands and machines: the logic of building of playful artifactsâ, developed as scientific initiation in degree course, tried to understand the relationship of the children with the industrial playful artifacts and crafts artifacts from the modes of play in a specific cultural context, the street. The corpus was composed of the records of the observations of free playful activities developed by children and adults residents in the Coronel Fabriciano Street, in the Granja Portugal district in the periphery of Fortaleza. The use of the case study in education inspired ethnographic research methodology made possible to realize the cultural peculiarities of to play in the context studied. For the analysis of the corpus, we resorted to theoretical categories: modes of play, appropriated by Costa from manners of make of Cearteau, discourse as conceptualized by Bakthin and playful culture, from the perspective inaugurated by BrougÃre. The results of this study suggests that the nature of the artifacts and the context in which they organize the playful activities playing an important role in the differentiation of modes of play. However, the initiative of the child makes complex this relationships in that it dialogues child with the multiple discourses that pervade the playful practices partly account for the production of the play culture, acting both in dialogue with the previous generation as in the dissemination between peers

O presente trabalho trata-se de uma pesquisa qualitativa etnográfica que objetivou descrever o modo como o brinquedo é utilizado no primeiro ano do Ensino Fundamental de nove anos, como estratégias de ensino e aprendizagem em sala de aula. Na revisão de literatura, observou-se que a maioria dos estudos enfatiza a importância da brincadeira na escola e desenvolvimento do estudante. Como instrumento de coleta de dados, foi utilizada entrevista semiestruturada com 30 professores da rede de ensino municipal de uma cidade do interior paulista. Foram realizadas duas entrevistas de aproximadamente 50 minutos, com três temas em cada uma. Além disso, observações participantes com três professoras, e dois encontros com cada uma delas. A partir da análise de conteúdo foi possível perceber que são várias as formas pelas quais a brincadeira se configura no contexto escolar, podendo ser desde uma prática pedagógica a uma atividade de descontração e socialização entre os estudantes. Além disso foi relatado um despreparo dos professores ao saírem da graduação quanto à utilização do lúdico em sala de aula, uma vez que os mesmos apontam ter sido este um ponto de baixa exploração e defasagem nas suas formações. Observou-se também o sentimento de frustração do professor relacionado à sua valorização profissional por parte do governo ou ainda, da sociedade. Concluiu-se que a brincadeira é um forte recurso utilizado na alfabetização de crianças, contribuindo para o desenvolvimento infantil como um todo. / The presente study is an qualitative ethnography, that had as object of study the way that toys are used in the first year of elementary school of nine years old, and how they use it as a resource of teach and learn in the classroom. In the literature review, we found that most of the studies emphasizes the importance of play in the school for the development of the students. As data collection instrument, it was used a semistructured interviews, used with 30 teachers from local school network of the city. The interview had two moments, and it was used 50 minutes with each one. In addition, it was perfomed remarks participants with three teachers, having two days of observation with each one. From the content analysis it was possible realize that are several ways of how the games and the toys are set in the school context, that can be from a pedagogical practice to a relaxation activity and socialization among students. In Addition of it, was reporting a lack in the preparation of the teachers when they leave the undergraduate and use the playful in the classroom, as they point out that this is a very low exploration point that lag in their training. Also there was an feeling of frustration from the teacher\'s related to their professional development by the government and even the society. It was concluded that the toy and the play are strong resources used in children literacy, and contributing to the child development.

This thesis is concerned with play, particularly the role of social play in a co-located context and its ability to bring people together. Participation in social play can have significant effects on an individual, group, community and culture, and thus, through practice-based research, this thesis documents the exploration of the design of “playful interventions” which may be artefacts or events which seek to bring people together through play. In play, individuals form shared meanings, understanding and values, as determined by the rules of the play situation. In the play experience, they become temporary communities, who, through play, can experiment, explore and redefine their relationships with one another, the play context and potentially the world beyond. The experimental nature of play leads it to be naturally imbued with transformative potential for everyone involved; whether that be small in scale, such as forming a new way of looking at a space through playing within it, or on a larger scale, through forming new concepts around a local area or governmental policy. Play is, however, very unpredictable, being led by player interaction, and always pushes up against the rules of the play situation. In play, the particular output (if there is one) is never certain, and no two play experiences will be the same. This unpredictability means that its transformational power is always a potential but never guaranteed. Designers, when working with play as a medium must embrace this unpredictability and explore approaches to design playful experiences which are satisfying in themselves for the participants whilst also trying to find methods to unlock the potential for individual (and group) transformation through play. The thesis is a narrative account of sustained academic research, based upon eight academic publications and practice works, produced between 2013 and 2018. Six of these publications document practical exploration of the creation of playful interventions, in the form of video games, performances and events. Two further publications explore design approaches to enhance participation drawing from expert interview analysis and theoretical engagement with institutional approaches to promotion of participation in the museum and gallery. The body of work thus explores the design of participation from two perspectives: the artist/designer of an artefact and as a “context provider” who designs events and spaces within which play, and participation can take place amongst participants. Within this thesis, the body of publications are contextualised in relation to theories of play, game design and art practice and also drawing from theories around communities of practice and communities of play. A series of expert practitioner interviews underpin both the academic and practical framing of this research, drawing from key practitioners in the UK and Europe working in play, game design, event curation and community work. The thesis formalises the design methods used to create playful interventions by the author and expert practitioners in the field of social play as presented both across the academic publications and within interview content. The formalisation of these design techniques is presented as two social play frameworks, one for designing participation around artefacts and one which focusses upon designing participation around events. Each framework aims to aid a designer and/or context provider in helping participants to unlock the unpredictable yet transformative potential of play as individuals and as communities whilst acknowledging the complex interrelations which occur in designed social contexts.

Submitted by Tatiana Andrade Fernandes de Lucca (tatiana.andfer@gmail.com) on 2018-10-05T02:32:03Z No. of bitstreams: 1 Dissertação Tatiana Andrade Fernandes de Lucca final.pdf: 1470470 bytes, checksum: 5ba138923c5dce8008e8d343677d2a68 (MD5) / Rejected by Adriana Aparecida Puerta null (dripuerta@rc.unesp.br), reason: Prezada Tatiana, O documento enviado para a coleção Campus Unesp Rio Claro foi recusado pelo(s) seguinte(s) motivo(s): - Agradecimentos: A Portaria nº 206, de 04/09/2018 Dispõe sobre obrigatoriedade de citação da CAPES nos agradecimentos da seguinte forma: "Art. 3º Deverão ser usadas as seguintes expressões, no idioma do trabalho: "O presente trabalho foi realizado com apoio da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - Brasil (CAPES) - Código de Financiamento 001" Agradecemos a compreensão e aguardamos o envio do novo arquivo. Atenciosamente, Biblioteca Campus Rio Claro Repositório Institucional UNESP https://repositorio.unesp.br on 2018-10-05T14:07:06Z (GMT) / Submitted by Tatiana Andrade Fernandes de Lucca (tatiana.andfer@gmail.com) on 2018-10-08T02:03:38Z No. of bitstreams: 2 Dissertação Tatiana Andrade Fernandes de Lucca final.pdf: 1470470 bytes, checksum: 5ba138923c5dce8008e8d343677d2a68 (MD5) Dissertação Tatiana A F de Lucca final.pdf: 1545906 bytes, checksum: 4752b7bfff2b57b9f1f736d85e6291dd (MD5) / Rejected by Ana Paula Santulo Custódio de Medeiros null (asantulo@rc.unesp.br), reason: Solicitamos que realize uma nova submissão seguindo as orientações abaixo: - Título: o título da capa, página de rosto e ficha catalográfica está com uma palavra diferente do título da folha de aprovação. Os título precisam ser todos idênticos. Na capa, página de rosto e ficha catalográfica está: "... FORMAÇÃO DO PNAIC..." Na folha de aprovação está: "... FORMAÇÃO PNAIC..." Se o título da capa, folha de rosto e ficha catalográfica for o correto, é necessário pedir para a seção de pós-graduação, colocar uma observação na folha de aprovação com a mudança do título. Se o título da folha de aprovação for o correto, é necessário alterar os títulos das outras páginas. Favor excluir os arquivos anteriores e enviar apenas o arquivo corrigido. Agradecemos a compreensão. on 2018-10-08T13:08:30Z (GMT) / Submitted by Tatiana Andrade Fernandes de Lucca (tatiana.andfer@gmail.com) on 2018-10-09T01:18:10Z No. of bitstreams: 1 DISSERTAÇÃO Tatiana Andrade Fernandes de Lucca final.pdf: 2617851 bytes, checksum: ccaa5525ba01e012fbe007601e5dec29 (MD5) / Approved for entry into archive by Ana Paula Santulo Custódio de Medeiros null (asantulo@rc.unesp.br) on 2018-10-09T11:29:53Z (GMT) No. of bitstreams: 1 lucca_taf_me_rcla.pdf: 2656529 bytes, checksum: 9f83f3cd1c07d5c7ae8abbabfadbefd3 (MD5) / Made available in DSpace on 2018-10-09T11:29:53Z (GMT). No. of bitstreams: 1 lucca_taf_me_rcla.pdf: 2656529 bytes, checksum: 9f83f3cd1c07d5c7ae8abbabfadbefd3 (MD5) Previous issue date: 2018-08-16 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Este trabalho apresenta uma pesquisa que teve como objetivo investigar as contribuições do PNAIC (Pacto Nacional pela Alfabetização na Idade Certa) para prática docente de professores alfabetizadores que participaram do programa no ano de 2013. O PNAIC consiste em um programa do Governo Federal criado em 2012 que tem como principal objetivo garantir o direito de que as crianças estejam alfabetizadas até o 3º ano do Ensino Fundamental. Desse modo, o objetivo geral da pesquisa consiste em investigar as contribuições da formação do PNAIC para a prática de professores alfabetizadores; como objetivos específicos, pretendeu-se conhecer a proposta de formação do PNAIC; compreender como se deu a implementação do PNAIC no município de Rio Claro-SP; descrever as contribuições e mudanças possibilitadas pelo PNAIC para a prática dos participantes e investigar como os professores compreendem o uso dos recursos lúdicos no período inicial da alfabetização. Assim, discutem-se os contextos da educação brasileira que propiciaram a criação do programa, por parte do Governo Federal. Também se discute as concepções de formação continuada e alfabetização do PNAIC, compreendendo a relevância destes temas na proposta formativa. Foi realizado um levantamento documental sobre o PNAIC e um estudo bibliográfico de pesquisas já realizadas sobre o tema. Para melhor compreender a dinâmica da implementação do programa no município de Rio Claro-SP, realizou-se entrevistas semiestruturadas com dez professoras alfabetizadoras que participaram do curso do PNAIC no ano de 2013, quando o tema de estudo foi a aprendizagem no âmbito da linguagem. Os dados foram analisados com base na análise de conteúdo. Como resultados, observou-se que as professoras avaliam o curso como positivo, reconhecendo as contribuições do programa para sua prática, como por exemplo, a troca de experiências com os pares; a mudança na seleção dos conteúdos, na organização e planejamento das aulas e a valorização da formação docente através do pagamento das bolsas. No entanto, a contribuição mais citada foi estabelecimento dos Direitos de Aprendizagem e o seu apoio para a organização do planejamento e avaliação do professor. A figura do orientador de estudos, responsável pela formação dos professores alfabetizadores, é também citada tanto como um elemento negativo como positivo, pois algumas participantes relatam que a formação poderia ser melhor se este profissional explorasse mais o material e soubesse motivar o grupo; já outras professoras afirmam que a formação foi positiva devido ao trabalho realizado pelo orientador. Sobre as limitações, criticam a escassez do tempo para estudo e as discussões de alguns temas sem o aprofundamento necessário para sua melhor compreensão. Acerca do lúdico, verificou-se que as professoras o compreendem na perspectiva de sua contribuição para a aprendizagem e na sua associação ao prazer e ao divertimento, entendimento que está em consonância com o material de formação do PNAIC. Ainda, as participantes avaliam os recursos lúdicos do programa como positivos e contributivos para seu trabalho e para a aprendizagem dos alunos. Assim, observou-se que as participantes compreendem a formação como um momento importante para sua carreira, no entanto, apontam para a necessidade de que tais espaços sejam abertos à discussão de suas práticas e de suas necessidades profissionais. / This paper presents a research that had the goal of investigating PNAIC contributions (PNAIC stands for National Pact of Literacy in the Right Age) for teaching practice of literacy teacher who participated in the program in the year of 2013. The PNAIC, which is a Federal Government’s program created in 2012 has the main goal to guarantee the right that children are literate by the third year of Elementary School. Therefore, the general aim of this research is to investigate PNAIC’s contributions to teaching practice of literacy teachers; as specific aims, it was intended to know the training proposal of PNAIC, understand how was its introduction in the city of Rio Claro –SP; describe changes and contributions enabled by PNAIC to the practice of the participants and investigate how teachers understand the use of playful resources in the initial period of literacy. Accordingly, the contexts of Brazilian education that provided the creation of the program by the Federal Government are discussed. It is also discussed the conceptions of continuous training and literacy of PNAIC, understanding the relevance of these themes in the formative offering. A documental survey was carried out about PNAIC and a bibliographical study of the researches already existing on the theme. In order to better understand the dynamic of the program’s introduction in the city of Rio Claro-SP, semi-structured interviews were conducted with then literacy teachers who participated in a PNAIC course in the year of 2013, when the theme of the study was learning in the language scope. The data was analyzed according to content analysis. As a result, it was seen that teachers evaluate the course as positive, acknowledging its contributions for their practice, as for instance, the experience exchanged with their peers; the change on content selection, in the organization and lesson planning and in the appreciation of the teaching training through their grant. However, the most quoted contribution was the establishment of Learning Rights and their support for the organization of teacher planning and evaluation. The figure of the study tutor, responsible for the training of literacy teachers, is also quoted as both a negative and a positive element, since some participants report that training could be better if this professional explored the material more and knew how to motivate the group; other teachers say that the training was positive due to the work done by the tutor. On the limitations, they criticize the shortage of time for study and the discussions of some subjects without the necessary deepening for their better understanding. About the playfulness, it has been found that the teachers understand it from the perspective of their contribution to learning and their association to pleasure and fun, an understanding that is in line with the training material of PNAIC. Still, the participants evaluate the playful resources of the program as positive and contributing to their work and to students' learning. Thus, it was observed that the participants understand the training as an important moment for their career, however, they point out the need for such spaces to be open to discuss their practices and their professional needs. / CAPES: 001

Submitted by Jordan (jordanbiblio@gmail.com) on 2017-04-25T15:56:15Z No. of bitstreams: 1 DISS_2015_Beine José da Silva.pdf: 3780953 bytes, checksum: b386f80d6ff66fbb1be599c81eb58d47 (MD5) / Approved for entry into archive by Jordan (jordanbiblio@gmail.com) on 2017-04-25T16:05:00Z (GMT) No. of bitstreams: 1 DISS_2015_Beine José da Silva.pdf: 3780953 bytes, checksum: b386f80d6ff66fbb1be599c81eb58d47 (MD5) / Made available in DSpace on 2017-04-25T16:05:00Z (GMT). No. of bitstreams: 1 DISS_2015_Beine José da Silva.pdf: 3780953 bytes, checksum: b386f80d6ff66fbb1be599c81eb58d47 (MD5) Previous issue date: 2015-12-21 / CAPES / O processo de ensino-aprendizagem está sempre em transformação, decorre daí a importância da utilização do lúdico como uma alternativa de apoio à aprendizagem significativa, e que permeia tais transformações, mas, sobretudo, tendo em vista a sociedade dinâmica e fluente na qual os alunos estão inseridos, principalmente por tratar-se de um contexto de grandes transformações tecnológicas, que dessa forma, auxiliam a desenvolver tanto o lado intelectual e cognitivo, quanto o afetivo e o social. O produto educacional desenvolvido também objetiva a criação e consolidação de uma base de conhecimentos, tendo como principais referências a Teoria da Aprendizagem Significativa Crítica (TAS) e a teoria de aprendizagem significativa crítica (TASC) para dar direção com relação à concretização propostos nos processos de aprendizagem dos conceitos de Eletrostática elencados no jogo. Dos alunos, espera-se, também, a aprendizagem de conceitos por meio da formação de grafos, o interesse com relação a solucionar enigmas propostos no jogo e a tomar decisões individuais ou em grupo, que envolva situações quanto a desafios presentes no jogo, e ainda que o produto educacional através da formação de conceitos no tabuleiro seja agente de mudança de atitude com relação a essas demandas, ou seja, que facilite a aprendizagem de conceitos e desperte o interesse para o estudo de Física. Os resultados qualitativos de aprendizagem de conteúdos mostraram que o produto educacional tem potencial para contribuir na aprendizagem, que se propõe, sobre os assuntos abrangidos. Acredita-se que a melhoria da qualidade de ensino das Ciências Naturais e, em particular, nos termos tratados neste projeto, muito pode contribuir com a geração futura de estudantes com uma percepção diferenciada em relação ao modo de aprendizagem de conceitos, além de perceber que, quanto à aprendizagem, conseguem busca-la de forma mais independente, e até mesmo propor estratégias de novas situações de eletrizações, além de propiciar as tomadas de decisões individuais ou coletivas com intervenções e discussões entre os componentes de jogo. O produto educacional enfatizou por meio das inúmeras partidas alguns dos princípios de aprendizagem significativa crítica, o que viabilizou a interação e a aprendizagem significativa de conceitos de eletrização e da Lei de Coulomb. / The learning process is always changing, and time is notorious realize the importance of recreational use as an alternative to support meaningful learning, and that permeates such transformations, but especially in view of the dynamic and fluid society in which students are included, mainly because it is a cyber-context, and thus, helping to develop both the intellectual side, cognitive, affective and social. The educational product developed also aims the creation and consolidation of a knowledge base, the main references the Theory of Meaningful Learning Review (TASC) to facilitate the learning process of Electrostatic concepts proposed in the game. The pupils, it is hoped, also the learning concepts by forming graphs, interest in relation to solving proposed puzzles in the game and to make individual or group decisions involving situations as the current challenges in the game, and although the educational product by forming concepts on the board is attitude change agent with respect to these claims, or to facilitate the learning of concepts and awaken the interest for the study of physics. The change attitude to these demands, minimization of environmental impacts and sustainable development, encouraging the emergence of future competent professionals for the sectors of human activities related to the above topics. The qualitative results of Contents learning showed that the educational product has the potential to contribute to learning, which aims on the covered topics. It is believed that the improvement of the natural sciences teaching quality and, in particular, under treated in this project, can greatly contribute to the future generation of students with a different perception of concepts learning mode, and realize that as learning by itself can seek personal learning more independently, and even propose strategies to new situations electrization and decisions taken individually or collectively with interventions and discussions among the game components. Students feel freer to discuss and answer your questions with colleagues and some teachers who participated in the process, and so ended up allowing a more positive attitude towards the rights and wrongs, so goes against one of the principles of significant critical learning. Another positive aspect of the game is the discipline, since the rules place limits in the classroom, but at the same time stimulates the decision-making and promotes self-esteem, maintain concentration and attention.

O presente trabalho trata-se de uma pesquisa qualitativa etnográfica que objetivou descrever o modo como o brinquedo é utilizado no primeiro ano do Ensino Fundamental de nove anos, como estratégias de ensino e aprendizagem em sala de aula. Na revisão de literatura, observou-se que a maioria dos estudos enfatiza a importância da brincadeira na escola e desenvolvimento do estudante. Como instrumento de coleta de dados, foi utilizada entrevista semiestruturada com 30 professores da rede de ensino municipal de uma cidade do interior paulista. Foram realizadas duas entrevistas de aproximadamente 50 minutos, com três temas em cada uma. Além disso, observações participantes com três professoras, e dois encontros com cada uma delas. A partir da análise de conteúdo foi possível perceber que são várias as formas pelas quais a brincadeira se configura no contexto escolar, podendo ser desde uma prática pedagógica a uma atividade de descontração e socialização entre os estudantes. Além disso foi relatado um despreparo dos professores ao saírem da graduação quanto à utilização do lúdico em sala de aula, uma vez que os mesmos apontam ter sido este um ponto de baixa exploração e defasagem nas suas formações. Observou-se também o sentimento de frustração do professor relacionado à sua valorização profissional por parte do governo ou ainda, da sociedade. Concluiu-se que a brincadeira é um forte recurso utilizado na alfabetização de crianças, contribuindo para o desenvolvimento infantil como um todo. / The presente study is an qualitative ethnography, that had as object of study the way that toys are used in the first year of elementary school of nine years old, and how they use it as a resource of teach and learn in the classroom. In the literature review, we found that most of the studies emphasizes the importance of play in the school for the development of the students. As data collection instrument, it was used a semistructured interviews, used with 30 teachers from local school network of the city. The interview had two moments, and it was used 50 minutes with each one. In addition, it was perfomed remarks participants with three teachers, having two days of observation with each one. From the content analysis it was possible realize that are several ways of how the games and the toys are set in the school context, that can be from a pedagogical practice to a relaxation activity and socialization among students. In Addition of it, was reporting a lack in the preparation of the teachers when they leave the undergraduate and use the playful in the classroom, as they point out that this is a very low exploration point that lag in their training. Also there was an feeling of frustration from the teacher\'s related to their professional development by the government and even the society. It was concluded that the toy and the play are strong resources used in children literacy, and contributing to the child development.

There is an element of play within all of us. It is imagination and interaction that makes us human. In this digital age, it is evident that we are losing touch with our own ability to remain imaginative and explore new and different ways to physically interact with our environment. In this thesis, it is my goal is to design in a way that does not limit human abilities, but instead promotes the idea of play between our wants and needs as well as re-sparking our imagination. In this thesis exploration, I experimented with multiple scales of playful design. I will show you how I implemented the idea of play for the design of a kite, a toy, a furniture piece, and a building. All of these projects are examples of designs that could have been static elements, but instead were designed to be dynamic to complement our everyday dynamic lives. Enjoy! / Master of Architecture