The thesis is devoted to the study of one of the methods of activation - the game. During the game, the students are involved actively, they are motivated and creative. The main aim is to explore the advantages of the introduction of gaming activities in the teaching of chemistry, as well as the overall topic of gaming activities, the conditions for these activities in chemistry teaching and suggestions for their implementation in education. The part of the thesis is complex of 11 precific games and toys, which are prepared for teaching chemistry at the primary and high schools and universities uncommonly. This file contains the rules, methodological instructions, time allocation, and everything needed for the teaching of games. The practical part will also find a list of many previously published and unpublished games and toys, which can serve as inspiration for teachers of chemistry. Making an inquiry carried out in two elementary schools to confirm the presumption that the study results achieved through gaming activities, are more satisfactory than the results, in which gaming activities were not used.

Made available in DSpace on 2016-07-27T13:52:20Z (GMT). No. of bitstreams: 1 Lorena Olimpio Alvares.pdf: 3020325 bytes, checksum: b08883d152605e5fb6a599340cea26e9 (MD5) Previous issue date: 2011-09-30 / This dissertation analyzes the meaning given the toy for parents and teachers at a public institution of education. The issue involved the need for a study about the importance of toys for child development, as well as the conceptualization that is attributed to terms such as play, game, toy and game. Another aspect investigated concerns the way parents and educators understand how children appropriate the toys to create play situations, as well as its importance in education. In order to proceed to this investigation, we sought a grounding in the theoretical framework that follows the socio-historical perspective of Vygotsky (1916-1934), which postulates the influence and interplay of social, cultural and the biological development of the individual. Also contributed to the construction of this theoretical framework, other authors, as Kishimoto (2008), Elkonin (1998), Huizinga (1999, 1993); by Brougère (1997,1999, 2004) and Rock (2005). For Vygotsky (2007), is the experience in the human environment, the activity that occurred in the interaction with other individuals that allow the development of a new and complex psychological system in children. This study about the meanings attributed by parents of young children and teachers from kindergarten through play and the toy can help us understand the social situation of children compared to adults. To perform this study, besides reviewing the literature, we conducted a field survey, a qualitative approach, whose main instrument of data collection was the interview, guided tours designed specifically for this purpose: a model for educators and another for parents. Analyzing the results obtained on how parents and teachers realize how children take ownership of the toy to create situations of play, we could see that they believe in development through interaction in everyday life, where the toy acts as a facilitator. / Esta dissertação analisa o significado atribuído ao brinquedo por pais e professoras de uma instituição pública de educação infantil. O tema implicou na necessidade de um estudo acerca da importância do brinquedo para o desenvolvimento infantil, assim como, da conceituação que se atribui a termos como lúdico, jogo, brinquedo e brincadeira. Outro aspecto investigado refere-se à forma como os pais e educadoras compreendem a maneira como crianças apropriam-se do brinquedo para criar situações lúdicas, bem como, sua importância na educação infantil. Com o fim de proceder-se a esta investigação, buscou-se embasamento em um referencial teórico que segue a perspectiva sócio-histórica de Vigotsky (1916-1934), que postula a influência e a inter-relação dos aspectos sociais, culturais e biológicos no desenvolvimento do indivíduo. Contribuíram, também, para a construção deste referencial teórico, outros autores, como Kishimoto (2008), Elkonin (1998), Huizinga (1999, 1993); Brougére (1997,1999,2004); e Rocha (2005). Para Vigotsky (2007), é a vivência no meio humano, na atividade ocorrida na interação com outros indivíduos que permitem o desenvolvimento de um novo e complexo sistema psicológico na criança. Este estudo acerca dos significados atribuídos por pais de crianças pequenas e professoras da educação infantil ao lúdico e ao brinquedo pode ajudar-nos a entender a situação social das crianças em relação aos adultos. Para realizar este estudo, além da revisão da literatura, realizamos uma pesquisa de campo, numa abordagem qualitativa, cujo principal instrumento de coleta de informações foi a entrevista, orientada por roteiros elaborados especificamente para este fim: um modelo para as educadoras e outro para os pais. Ao analisarmos os resultados obtidos acerca de como os pais e professoras percebem a forma como as crianças se apropriam do brinquedo para criar situações de brincadeira, pudemos perceber que eles acreditam no desenvolvimento a partir da interação no cotidiano, onde o brinquedo atua como facilitador.