Banca de DEFESA: Vagner Neto Ribeiro

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : Vagner Neto Ribeiro
DATE: 28/02/2024
TIME: 09:00
LOCAL: Plataforma Teams
TITLE:

MODERN BOARD GAMES AND ECOLOGY TEACHING

KEY WORDS:

game didactic, teaching, ecology, biology

PAGES: 92
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

The objective of this dissertation is to analyze the games produced for teaching Ecology published in specialized journals. It is predominantly qualitative, fundamental research, of the Meta-Analysis type, using Discursive Textual Analysis (ATD) as its methodology. To this end, a brief description of the playful phenomenon was made based on Huizinga (1993); Caillois (1990) and others, highlighting the game. Next, analogic games were emphasized, such as cards, boardgames, paper and pen, etc. Woods (2012) and others classify analogic games into three families: classic games, mass-market games, and hobby games. We emphasize the latter and their four genres, Wargames, Collectible Card Games, Roleplaying Games and Eurogames, for their diversity of mechanics, victory through performance, non-exclusion of players, pre-determined game time, etc. With this characterization of play and analogic games, we approach the use of games in teaching from a historical perspective, starting from Ancient Greece, covering the Roman Empire, the Middle Ages, Modernity and Contemporary times, with this description being based on Abbagnano (1957), Cambi (1999) and others. The theory of using games in teaching is composed by Brougère (1998, 2002, 2008); Kishimoto (1999, 2002, 2003, 2007, 2018); Soares, Cleophas (2018); Cavalcanti (2018); Vial (2015); Krasilchik (2011), etc. For a better understanding of analogic games, we approach the tetrad elaborated by Schell (2008), we emphasize the mechanics listed by Engelstein and Shalev (2020), with their 13 genres composed of 184 types of mechanics that address each aspect of the game. The background is teaching in Ecology, chosen for its biological, political, social and economic relevance. The ecological theoretical basis is composed by Odum, (1988); Acot (1990); Townsend, Begon and Harper, (2010); Cain, Bowman and Hacker (2018); Reece et al (2015), etc. An overview of the use of games in the teaching of Biology, especially in Ecology, was then established through works published in the Revista de Ensino em Biologia (Biology Teaching Magazine - REnBio) of the Sociedade Brasileira de Ensino em Biologia (Brazilian Society for Teaching in Biology - SBEnBio), using the editions released from 2005 to 2022. It was found that 103 addressed games in teaching, most of these components of the editions that brought the proceedings of the Encontro Nacional de Ensino em Biologia (National Biology Teaching Meeting - ENEBIO), and of these 15 addressed Ecology content, especially Biomes, basic concepts , ecological and trophic relationships, among others. Their production was concentrated in the Southeast of Brazil, with a predominance of federal institutions, however the Higher Education Institution that presented the largest production was the Universidade Federal do Piauí. Around 70% of the games were applied in the classroom, more than 90% are analogue, with a predominance of games similar to the Grow publisher's P. As for the theoretical basis of the works listed, there is a greater volume of academic texts to the detriment of classical authors, which may be a sign of the incipience of research into playful teaching in biology on the national scene, but also an inherent characteristic of works aimed at congresses . We conclude by presenting two examples of modern board games that have an ecological theme, thus giving a suggestion and pointers for future research.

COMMITTEE MEMBERS:
Interna - 2338437 - ANA JULIA LEMOS ALVES PEDREIRA
Presidente - 1700130 - EDUARDO LUIZ DIAS CAVALCANTI
Externo à Instituição - FERNANDO APARECIDO DE MORAES - UFJ
Externo à Instituição - THIAGO CARDOSO DE DEUS - IFG