Baixe o app para aproveitar ainda mais
Prévia do material em texto
%ULQTXHGRWHFD�H�R�(OHPHQWR�/~GLFR Autoria: Claudia Dourado de Salces Tema 09 Planejamento de Aulas Lúdicas 7HPD��� Planejamento de Aulas Lúdicas Autoria: Claudia Dourado de Salces Como citar esse documento: SALCES, Claudia Dourado de. Brinquedoteca e o Elemento Lúdico: Planejamento de Aulas Lúdicas. Caderno de Atividades. Valinhos: Anhanguera Educacional, 2015. Índice ������$QKDQJXHUD�(GXFDFLRQDO�� 3URLELGD� D� UHSURGXomR� ¿QDO� RX� SDUFLDO� SRU� TXDOTXHU�PHLR� GH� LPSUHVVmR�� HP� IRUPD� LGrQWLFD�� UHVXPLGD� RX�PRGL¿FDGD� HP� OtQJXD� SRUWXJXHVD�RX�TXDOTXHU�RXWUR�LGLRPD� Pág. 12 Pág. 13 Pág. 14 Pág. 13 Pág. 9Pág. 8 ACOMPANHENAWEB Pág. 3 CONVITEÀLEITURA Pág. 3 PORDENTRODOTEMA � Planejamento de Aulas Lúdicas Brincar para Aprender Até aqui você estudou o papel fundamental da ludicidade�QR�GHVHQYROYLPHQWR�LQIDQWLO��EHQH¿FLDQGR�DV�KDELOLGDGHV� motoras, sociais, emocionais e cognitivas, mesmo que de forma indireta, ou seja, não intencional. Agora, neste tema, vamos focar a função pedagógica, porém intencional, do jogo e da brincadeira, isto é, vamos levar você, como futuro professor, a estabelecer objetivos de aprendizagem para as brincadeiras e jogos que propõe aos alunos da educação LQIDQWLO��4XDLV�FULWpULRV�GHYHP�VHU�OHYDGRV�HP�FRQVLGHUDomR�QD�HVFROKD�GRV�MRJRV"�&RPR�RUJDQL]DU�D�DXOD�SRU�PHLR�GH� DWLYLGDGHV�O~GLFDV"�9DPRV�HQWmR�jV�UHVSRVWDV�RX�GLVFXVV}HV�GHVVDV�TXHVW}HV� 9RFr�Mi�HVWXGRX�QR�7HPD���R�TXDQWR�p�IXQGDPHQWDO�DUWLFXODU�D�IRUPDomR�WHyULFD�j�SUiWLFD�HGXFDWLYD��'HVWD�IRUPD��YRFr�� FRPR�IXWXUR�SURIHVVRU�H�HGXFDGRU��SRGHUi�HVFROKHU�H�XWLOL]DU�PHWRGRORJLDV�VLJQL¿FDWLYDV�GLUHFLRQDGDV�DR�DWHQGLPHQWR� GDV�QHFHVVLGDGHV�GRV�DOXQRV��5HOHPEUH�R�TXH�D�HVWXGLRVD�5DX��������GL]�VREUH�LVVR� 1R� WHPD� DQWHULRU�� YRFr� DSUHQGHX� VREUH� R� SUR¿VVLRQDO� TXDOL¿FDGR� SDUD� DWXDU� QD� EULQTXHGRWHFD�� R� EULQTXHGLVWD�� (VWXGRX�R�TXH�ID]�SDUWH�GD�IRUPDomR�GHVVH�SUR¿VVLRQDO��R�TXH�p�IXQGDPHQWDO�HOH�VDEHU��TXH�KDELOLGDGHV�GHYH�WHU��FRPR� GHYH�VH�FRPSRUWDU��&RPSUHHQGHX�FRPR�p�LPSRUWDQWH�VDEHU�RUJDQL]DU�XPD�EULQTXHGRWHFD�H�TXDLV�VmR�RV�FULWpULRV�SDUD� D� HVFROKD� GH�EULQTXHGRV�� MRJRV� H� GHPDLV�PDWHULDLV� O~GLFRV�� EHP� FRPR�S{GH� FRQKHFHU� DWLYLGDGHV� TXH�SURPRYHP�R� GHVHQYROYLPHQWR�GD�FULDQoD��3URQWR��9RFr�Mi�WHP�WRGR�R�LQVWUXPHQWDO�QHFHVViULR��HVWXGDGR�GHVGH�DV�SULPHLUDV�DXODV�TXH� IXQGDPHQWDUDP�R�WUDEDOKR�SHGDJyJLFR�YLQFXODGR�j�GLPHQVmR�O~GLFD�QD�HGXFDomR�LQIDQWLO�� &RP�WXGR�LVVR�HP�PHQWH��QHVWH�WHPD��YRFr�DSUHQGHUi�D�SODQHMDU��RUJDQL]DU�H�H[HFXWDU�DXODV�HPEDVDGDV�QD�FRQFHSomR� GH� OXGLFLGDGH��FRP�DPSDUR�QRV�HVWXGLRVRV�H� WHyULFRV�YLVWRV�QR�GHFRUUHU�GDV�DXODV�DQWHULRUHV��(VWi�SURQWR"�(QWmR� YDPRV�Oi� CONVITEÀLEITURA Pl j t d A l Lúdi YDPRV�Oi� PORDENTRODOTEMA � $�SUiWLFD�SHGDJyJLFD�SRU�PHLR�GD�OXGLFLGDGH�QmR�SRGH�VHU�FRQVLGHUDGD�XPD�DomR�SURQWD�H�DFDEDGD�TXH�RFRUUH� D�SDUWLU�GD�HVFROKD�GH�XP�GHVHQYROYLPHQWR�GH�MRJR�UHWLUDGR�GH�XP�OLYUR��$�OXGLFLGDGH�QD�HGXFDomR�UHTXHU�XPD� DWLWXGH�SHGDJyJLFD�SRU�SDUWH�GR�SURIHVVRU��R�TXH�JHUD�D�QHFHVVLGDGH�GR�HQYROYLPHQWR�FRP�D�OLWHUDWXUD�GD�iUHD�� GD�GH¿QLomR�GH�REMHWLYRV��RUJDQL]DomR�GH�HVSDoRV��GD�VHOHomR�H�GD�HVFROD�GH�EULQTXHGRV�DGHTXDGRV�H�R�ROKDU� FRQVWDQWH�QRV�LQWHUHVVHV�H�GDV�QHFHVVLGDGHV�GR�HGXFDQGR��5$8��������S������ $VVLP��SURSRU�XPD�EULQFDGHLUD�RX�GHL[DU�TXH�DV�FULDQoDV�HVFROKDP�MRJRV�H�EULQTXHGRV�QmR�FRQ¿JXUD�XPD�postura lúdica. 9RFr��IXWXUR�SURIHVVRU��GHYH�GHVHQYROYHU�XP�ROKDU�TXH�FRQVLGHUH�D�OXGLFLGDGH�FRPR�XPD�OLQJXDJHP�LQIDQWLO��(�LVVR��FRP� FHUWH]D��DIHWDUi�VXD�SUiWLFD��SRLV�VHUi�XP�³SURPRWRU´�GRV�DWRV�GH�EULQFDU�H�MRJDU�QR�SURFHVVR�GH�HQVLQR�H�DSUHQGL]DJHP�� $Wp�DTXL��YRFr�Mi�DGTXLULX�XPD�EDJDJHP�WHyULFD�VREUH�RV�IXQGDPHQWRV�VRFLDLV��FXOWXUDLV�H�DQWURSROyJLFRV�GD�OXGLFLGDGH�� VHQGR�FDSD]�GH�SHUFHEHU��LGHQWL¿FDU�H�YDORUL]DU�D�OXGLFLGDGH�QR�FRQWH[WR�GD�HGXFDomR�IRUPDO�� 9HMD�R�TXH�6DQWRV��������QRV�HQVLQD�D�UHVSHLWR�GD�IRUPDomR�O~GLFD�GR�HGXFDGRU� A formação lúdica se assenta em pressupostos que valorizam a criatividade, o cultivo da sensibilidade, a busca da DIHWLYLGDGH��D�QXWULomR�GD�DOPD��SURSRUFLRQDQGR�DRV�IXWXURV�HGXFDGRUHV�YLYrQFLDV�O~GLFDV��H[SHULrQFLDV�FRUSRUDLV��TXH� VH�XWLOL]DP�GD�DomR��GR�SHQVDPHQWR�H�GD�OLQJXDJHP��WHQGR�QR�MRJR�VXD�IRQWH�GLQDPL]DGRUD��6$1726��������S������ 9RFr�QmR�GHYH�VH�HVTXHFHU�GH�TXH��HP�VDOD�GH�DXOD��R�SURIHVVRU�p�TXHP�RUJDQL]D�R�HQVLQR��LVWR�p��RUJDQL]D�VLWXDo}HV� TXH�SURSLFLHP�DR�DOXQR�D�WRPDGD�GH�FRQVFLrQFLD�TXDQWR�DR�VLJQL¿FDGR�GR�FRQKHFLPHQWR�D�VHU�DGTXLULGR��(�SDUD�TXH� HOH�R�DSUHHQGD��p�QHFHVViULR�XP�FRQMXQWR�GH�Do}HV�D�VHUHP�H[HFXWDGDV�FRP�PpWRGRV�DGHTXDGRV�H�R�XVR�GH�DOJXP� instrumento, que, na cultura lúdica��SRU�H[FHOrQFLD��p�R�EULQFDU�FRP�R�DX[tOLR�GH�MRJRV�HGXFDWLYRV� $R�HODERUDU�D�DWLYLGDGH�GH�HQVLQR��R�SURIHVVRU�YLYHQFLD�D�XQLFLGDGH�GR�VLJQL¿FDGR�GR�MRJR�FRPR�PDWHULDO�SHGDJyJLFR�� quando considera os aspectos afetivos e cognitivos, os objetivos, a capacidade do aluno, os elementos culturais e RV�LQVWUXPHQWRV�FDSD]HV�GH�FRORFDU�R�SHQVDPHQWR�GD�FULDQoD�HP�DomR��,VWR�VLJQL¿FD�WHU�XPD�DWLYLGDGH�RULHQWDGD�GH� DSUHQGL]DJHP��SRLV��FRPR�HQVLQD�0RXUD�������� $�DWLYLGDGH�p�RULHQWDGD�QR�VHQWLGR�GH�FULDU�SRVVLELOLGDGHV�GH�LQWHUYHQomR�TXH�SHUPLWHP�HOHYDU�R�FRQKHFLPHQWR� GR�DOXQR��'HVVD�PDQHLUD�� WRGR�H�TXDOTXHU�PDWHULDO�XWLOL]DGR�SDUD�R�HQVLQR�p� IHUUDPHQWD�SDUD�DPSOLDU�D�DomR� SHGDJyJLFD��2�MRJR��D�EULQFDGHLUD��R�PDWHULDO�HVWUXWXUDGR��WRGRV�VmR�IHUUDPHQWDV�GR�HGXFDGRU��WDQWR�TXDQWR�RV� LQVWUXPHQWRV�TXH�SHUPLWHP�DPSOL¿FDU�H�RUJDQL]DU�D�QRVVD�FRPXQLFDomR��YtGHRV��UiGLR��FRPSXWDGRU��HWF���0285$�� ������S������ PORDENTRODOTEMA � 2�SURIHVVRU�HGXFDGRU��DWHQWR�DRV�WLSRV�GH�SHUJXQWD�TXH�VHXV�DOXQRV�ID]HP��j�PDQHLUD�FRPR�H[SORUDP�REMHWRV��EULQTXHGRV� H�DR�DPELHQWH�TXH�R�FHUFD��LUi�SHUFHEHU�YiULDV�SRVVLELOLGDGHV�GH�LQWHUYHQomR�GXUDQWH�DV�DWLYLGDGHV�GHVHQYROYLGDV�HP� VDOD�GH�DXOD��(VVH�Mi�p�XP�LPSRUWDQWH�SRQWR�GH�SDUWLGD�SDUD�HODERUDU�SURSRVWDV�GH�DWLYLGDGHV�O~GLFDV�HGXFDWLYDV�� .LVKLPRWR��������GHVWDFD�TXH�D�GLPHQVmR�HGXFDWLYD�GR�MRJR�p�WUDEDOKDGD�SHOR�SURIHVVRU�TXDQGR�HOH�FRQVHJXH�HODERUDU� VLWXDo}HV�O~GLFDV�FRP�R�REMHWLYR�GH�HVWLPXODU�D�DTXLVLomR�GH�FRPSHWrQFLDV�H�KDELOLGDGHV�HVSHFt¿FDV��GH�PRGR�D�DWHQGHU� jV�QHFHVVLGDGHV�H�SRWHQFLDOLGDGHV�GD�HGXFDomR�LQIDQWLO�H�GR�HQVLQR�IXQGDPHQWDO� 5DX��������S���������GHVFUHYH�XPD�H[SHULrQFLD�EHP�VXFHGLGD�GH�GHVHQYROYLPHQWR�GH�XPD�SURSRVWD�GH�DWLYLGDGH�O~GLFD� QR���DQR�GR�HQVLQR�IXQGDPHQWDO��9HMD��D�VHJXLU��QRV�ER[HV�� A professora Maria escolheu o primeiro dia do mês de março para iniciar um trabalho com jogos com a sua turma de 2º ano do ensino fundamental. O objetivo do trabalho é estimular a consciência corporal por meio de atividades lúdicas. Ao iniciar a aula, a professora explicou aos educandos que o jogo não é apenas uma prática lúdica, um passatempo, PDV�TXH�SRU�PHLR�GHOH�SRGH�VH�FRQVWUXLU�FRQKHFLPHQWRV�HVSHFt¿FRV��)DORX�WDPEpP�TXH�H[LVWHP�YiULRV�WLSRV�GH�MRJRV� H�TXH�KRMH�LULDP�SDUWLFLSDU�GH�MRJRV�FODVVL¿FDGRV�FRPR�GH�UHJUDV�H�TXH�HQYROYHULDP�DV�UHODo}HV�VRFLDLV�SRU�PHLR�GD� prática da competição. 9DPRV�ID]HU�XPD�SDXVD�SDUD�FRPHQWDU�DOJXQV�DVSHFWRV��$�SURIHVVRUD�0DULD�WLQKD�XP�REMHWLYR�FODUR�D�VHU�DWLQJLGR�SRU� PHLR�GDV�DWLYLGDGHV�O~GLFDV��HVWLPXODU�D�FRQVFLrQFLD�FRUSRUDO��e�LQWHUHVVDQWH�R�IDWR�GH�HOD�H[SOLFDU�D�VHXV�DOXQRV�TXH�R� MRJR�QmR�WHP�D�XWLOLGDGH�~QLFD�GH�GLYHUWLU��PDV�WDPEpP�GH�DSUHQGHU��'LVVH�OKHV��DLQGD��TXDLV�HUDP�RV�WLSRV�GH�MRJRV�FRP� RV�TXDLV�VH�HQYROYHULDP��,VVR�PRVWUD�FRPR�0DULD�YLD�VHXV�DOXQRV��QmR�FRPR�VXMHLWRV�SDVVLYRV��GLVSRVWRV�D�REHGHFHU�H� ID]HU�R�TXH�D�SURIHVVRUD�PDQGD�VHP�UHÀHWLU��(OD�RV�LQIRUPRX�VREUH�RV�SURSyVLWRV�GR�MRJR��VXDV�FDUDFWHUtVWLFDV� &RQWLQXDQGR��� A professora perguntou a seguir quais jogos os educandos conheciam e ouviu muitas histórias interessantes sobre suas experiências. Algumas envolviam sucesso, outras frustração, mas uma coisa todos concordavam: jogar é divertido. 1HVWH�PRPHQWR��0DULD� WHYH�D�VHQVLELOLGDGH�GH�RXYLU�VHXV�DOXQRV��VXDV�H[SHULrQFLDV�H�VHXV�FRQKHFLPHQWRV�SUpYLRV��YDORUL]DQGR� R� TXH� HOHV� Mi� VDEHP�� R� TXH� HOHV� WrP�D� FRQWDU�� D� FRPSDUWLOKDU�� ,VVR� SUHGLVS}H� D� FULDQoD� D� SDUWLFLSDU� H�� consequentemente, a estar aberta ao aprendizado. PORDENTRODOTEMA � As atividades começaram com a professora Maria explicando que o jogo se chamava Estafeta do peixe. Logo, as FULDQoDV�SHUJXQWDUDP�R�TXH�VLJQL¿FDYD�HVWDIHWD�H�OKHV�IRL�H[SOLFDGR�TXH�HVWH�p�XP�WHUPR�XVDGR�SDUD�GHPRQVWUDU�D� ação dos mensageiros que levam mensagens e documentos a diferentes lugares. Um dos meninos falou que era como o trabalho do seu primo, que era boy em uma empresa. 4XH�PRPHQWR�LQWHUHVVDQWH�UHODWDGR��2�QRPH�GD�EULQFDGHLUD�OHYRX�RV�DOXQRV�D�ID]HUHP�UHODomR�FRP�R�FRQKHFLPHQWR� Mi�H[LVWHQWH��YLVWR�TXH�XP�GHOHV�FRQVHJXLX�LGHQWL¿FDU�D�VHPHOKDQoD�HQWUH�R�TXH�D�SURIHVVRUD�KDYLD�H[SOLFDGR�VREUH�R� estafeta e o RI¿FH�ER\��H�IRL�FDSD]�GH�WUDQVIHULU�R�TXH�Mi�VDELD�SDUD�XPD�QRYD�VLWXDomR� $SyV�DV�WURFDV��IRL�VROLFLWDGR�TXH�WRGRV�¿]HVVHP�XP�GHVHQKR�SHTXHQR�GH�XP�SHL[H�HP�XPD�IROKD�GH�VXO¿WH��XWLOL]DQGR� lápis e canetas coloridas. Assim que todos terminaram, foram para o pátio da escola, onde a atividade seguiu. A SURIHVVRUD�IDORX�TXH�SDUD�MRJDU�SUHFLVDYDP�IRUPDU�GXDV�HTXLSHV�H�SHUJXQWRX�FRPR�SRGHULDP�ID]HU�D�GLYLVmR��$V�LGHLDV� DSUHVHQWDGDV�SHORV�HGXFDQGRV�SDUD�GH¿QLU�TXHP�HVFROKHULD�DV�HTXLSHV�IRUDP�PXLWDV��RV�GRLV�PHOKRUHV�FRUUHGRUHV�GD� WXUPD�HVFROKHULDP��R�SULPHLUR�H�R�~OWLPR�DOXQR�GD�FKDPDGD��XP�PHQLQR�H�XPD�PHQLQD�HWF��$SyV�PXLWDV�LGHLDV�¿FRX� GHFLGLGR�TXH�IDULDP�GXDV�¿ODV�LQWHUFDODQGR�PHQLQRV�H�PHQLQDV�SRU�RUGHP�GH�WDPDQKR�DWp�TXH�DV�HTXLSHV�HVWLYHVVHP� RUJDQL]DGDV. 4XH�yWLPD�HVWUDWHJLVWD�HVVD�SURIHVVRUD��(OD�GHVD¿RX�RV�DOXQRV�D�HQFRQWUDUHP�XPD�VROXomR�SDUD�XP�SUREOHPD�SUiWLFR� GH� GLYLVmR� GH� HTXLSHV��2V� DOXQRV� UHÀHWLUDP� VREUH� FULWpULRV� GH� VHSDUDomR� GDV� HTXLSHV�� FRPSDUDUDP� LGHLDV�� ¿]HUDP� KLSyWHVHV��DVSHFWRV�TXH�HQYROYHUDP�SURFHVVRV�PHQWDLV�PDLV�FRPSOH[RV��3RU�¿P��FKHJDUDP�D�XP�FRQVHQVR�VREUH�R� DVVXQWR��GH�PRGR�TXH�DV�HTXLSHV�¿FDVVHP�HTXLOLEUDGDV��TXDQWR�DR�Q~PHUR�GH�PHQLQRV�H�PHQLQDV��IRUPDQGR�HTXLSHV� PLVWDV��H�FRP�FULDQoDV�GH�YiULDV�HVWDWXUDV�HP�DPEDV�DV�HTXLSHV� $VVLP��D�XPD�GLVWkQFLD�GH�DSUR[LPDGDPHQWH�WUrV�PHWURV�GH�FDGD�¿OD��IRUDP�FRORFDGDV�GXDV�FDGHLUDV�j�IUHQWH��2V�SHL[HV� GH�FDGD�HTXLSH�IRUDP�FRORFDGRV�QD�FDGHLUD�j�IUHQWH�GH�VXD�¿OD��$�SURIHVVRUD�H[SOLFRX�TXH�R�MRJR�VHULD�FRPSHWLWLYR��SRLV� todos deveriam se esforçar ao máximo para vencer e que apesar de serem adversários, no momento deveria haver a cooperação dentro de cada equipe, pois não adiantaria o esforço de apenas alguns participantes. A professora explicou TXH�DR�VLQDO�GR�DSLWR��R�SULPHLUR�GH�FDGD�¿OD�GHYHULD�GLULJLU�VH�j�FDGHLUD�H�WHQWDU�SHJDU�XP�SHL[LQKR�GH�SDSHO�FRP�R� DX[tOLR�GH�XP�FDQXGR�GH�SOiVWLFR�H�FRORFDU�QD�EDFLD�DR�ODGR��TXH�HVWDYD�FKHLD�GH�IDULQKD�FRORULGD�FRP�DQLOLQD�D]XO��$� equipe que terminasse primeiro seria a vencedora. Logo que colocasse o peixe na bacia, o participante deveria voltar a sua equipe e tocar na mão do próximo colega, que iria continuar a brincadeira. Ninguém poderia sair antes que o colega voltasse. PORDENTRODOTEMA � (VWDEHOHFLPHQWR�GH�UHJUDV��XP�HQVLQDPHQWR�LPSRUWDQWtVVLPR�SDUD�D�FULDQoD�YLYHU�HP�VRFLHGDGH��SDUD�FRQVWLWXLU�VH��D� cada dia, como cidadão. As crianças compreenderam que, para vencer, precisavam seguir as regras do jogo, colaborar XP�FRP�R�RXWUR�H�VH�HVIRUoDU��7XGR�LVVR�ID]�SDUWH�GD�IRUPDomR�GR�FLGDGmR�UHVSRQViYHO�SRU�VHXV�DWRV��TXH�QmR�SHQVD� DSHQDV�HP�VHX�SUySULR�EHP�HVWDU�H�TXH�VDEH�WUDEDOKDU�HP�HTXLSH� Todos participavam com alegria e entre uma rodada e outra a professora pedia que todos percebessem sua respiração, o ritmo mais rápido, qual parte do corpo estava sendo exigida para respirar, correr, pegar e manipular. Após algumas YH]HV�HP�TXH�DV�FULDQoDV�EULQFDUDP��D�SURIHVVRUD�FRQYLGRX�RV�D�IRUPDU�XP�FtUFXOR�H�FRQYHUVDU�VREUH�R�TXH�SHUFHEHUDP� QD�SUiWLFD�GD�DWLYLGDGH��4XDVH�WRGRV�GHUDP�VHX�UHODWR�VREUH�DV�HPRo}HV��SDUWHV�GR�FRUSR�HQYROYLGDV��GL¿FXOGDGHV�� HVWUDWpJLDV�H�UHJUDV��$OLiV��VREUH�DV�UHJUDV��GHFLGLUDP�TXH�D�DQVLHGDGH�GD�HVSHUD�GD�YH]�HUD�PXLWR�JUDQGH�H�DVVLP�LULDP� GLPLQXLU�D�GLVWkQFLD�HQWUH�DV�¿OHLUDV�H�R�ORFDO�RQGH�¿FDYDP�RV�SHL[HV��-i�GDYDP�VXDV�VXJHVW}HV�TXDQGR�D�SURIHVVRUD� WHYH�D�LGHLD�GH�DSURYHLWDU�HVVD�TXHVWmR�SDUD�SUREOHPDWL]DU�QD�DXOD�GH�PDWHPiWLFD����� 1R�¿QDO�GR�UHODWR��YHUL¿FDPRV�FRPR�D�DWLYLGDGH�IRL�SUD]HURVD�SDUD�DV�FULDQoDV�H�XP�PRPHQWR�GH�ULFD�H�LQWHQVD�DSUHQGL]DJHP�� $SyV�R�HQFHUUDPHQWR�GR� MRJR�GH�FRPSHWLomR��0DULD�DV�HVWLPXORX�D� UHÀHWLU� VREUH� WXGR�R�TXH� WLQKD�DFRQWHFLGR��(ODV� SXGHUDP�IDODU�GDV�HPRo}HV��GRV�VHQWLPHQWRV��GDV�GL¿FXOGDGHV�HQFRQWUDGDV��SXGHUDP�UHÀHWLU�VREUH�R�IXQFLRQDPHQWR� GRV�yUJmRV�GH�VHX�FRUSR��FRUDomR��SHOH��SXOPmR�HWF����IHQ{PHQRV�TXH�DIHWDUDP�R�FRUSR�GXUDQWH�D�EULQFDGHLUD��EDWLPHQWR� FDUGtDFR�DFHOHUDGR��VXRU��FDQVDoR��UHVSLUDomR�RIHJDQWH���,VVR�WXGR��FRP�FHUWH]D��LUi�UHDSDUHFHU�FRPR�H[HPSORV��GDGRV� SHORV�SUySULRV�DOXQRV��TXDQGR�HVWLYHUHP�HP�DXODV�GH�FLrQFLDV�H�R�DVVXQWR�IRU�IDWRV�GR�FRUSR�KXPDQR�� 3DUD�¿QDOL]DU��D�SURIHVVRUD�DLQGD�RV� OHYRX�D�UHÀHWLU�VREUH�SRVVtYHLV�VROXo}HV�SDUD�R�SUREOHPD�GD�GLVWkQFLD�HQWUH�DV� FDGHLUDV�FRP�RV�SHL[HV�H�D�¿OD�GH�FDGD�HTXLSH��WUDQVIRUPDQGR�R�HP�XPD�TXHVWmR�GH�PDWHPiWLFD��$VVLP��RV�DOXQRV� SRGHULDP�HQ[HUJDU�R�³SDUD�TXr´�GD�PDWHPiWLFD�DSOLFDGR�HP�XP�SUREOHPD�FRWLGLDQR��GH�LQWHUHVVH�GRV�DOXQRV��� Então, esta foi ou não foi uma estimulante atividade lúdica que, além de cumprir os objetivos educacionais propostos pela SURIHVVRUD��DLQGD�SRVVLELOLWRX�R�GHVHQYROYLPHQWR�GH�PXLWDV�RXWUDV�FRPSHWrQFLDV�H�KDELOLGDGHV�FRJQLWLYDV��HPRFLRQDLV�H� VRFLDLV�QRV�DOXQRV"�3HQVH�QLVVR��� PORDENTRODOTEMA � Planejando a atividade lúdica � 3DUD�¿[DU�R�FRQWH~GR�GHVWD�DXOD��DVVLVWD�DR�YtGHR�³3ODQHMDQGR�D�DWLYLGDGH�O~GLFD´��HP�TXH� YRFr�YHUi�RV�SULQFtSLRV�VXEMDFHQWHV�j�DXOD�FRQVWUXtGD�WHQGR�FRPR�SUHVVXSRVWR�D�LPSRUWkQFLD�GR� FRPSRQHQWH�O~GLFR��FRP�IXQGR�PXVLFDO�GH�$GULDQD�&DOFDQKRWR�� 'LVSRQtYHO�HP���KWWSV���ZZZ�\RXWXEH�FRP�ZDWFK"Y ,�HFG�..L-R!��$FHVVR�HP����MXQ������� 7HPSR�������PLQ� O lúdico na educação infantil: jogar, brincar, uma forma de educar � /HLD�R�DUWLJR�GH�6DQGUD�5��'DOODERQD�H�6XHOL�0��6��0HQGHV��³2�O~GLFR�QD�HGXFDomR�LQIDQWLO�� MRJDU��EULQFDU��XPD�IRUPD�GH�HGXFDU´��1HOH��DV�DXWRUDV�WUDWDP�GR�UHVJDWH�GR�O~GLFR�FRPR�SURFHVVR� HGXFDWLYR��GHPRQVWUDQGR�TXH��DR�VH�WUDEDOKDU�OXGLFDPHQWH��QmR�VH�HVWi�DEDQGRQDQGR�D�VHULHGDGH� H�D�LPSRUWkQFLD�GRV�FRQWH~GRV�D�VHUHP�DSUHVHQWDGRV�j�FULDQoD� 'LVSRQtYHO�HP���KWWS���ZZZ�SRVXQLDVVHOYL�FRP�EU�DUWLJRV�UHY������SGI!��$FHVVR�HP����MXQ�������� A importância do lúdico na alfabetização infantil � 1mR�GHL[H�GH�OHU�WDPEpP�³$�LPSRUWkQFLD�GR�O~GLFR�QD�DOIDEHWL]DomR�LQIDQWLO´��GH�-LDQH�0DUWLQV� 6RDUHV��1HOH��D�DXWRUD�DQDOLVD�DV�FRQWULEXLo}HV�GR�O~GLFR�QR�WUDEDOKR�FRP�D�DOIDEHWL]DomR�VRE� D�OX]�GD�SVLFRORJLD�HGXFDFLRQDO�H�PRVWUD�D�UHOHYkQFLD�GR�O~GLFR�QR�GHVHQYROYLPHQWR�GD�FULDQoD�� OHYDQGR�D�D�DSUHQGHU�GH�IRUPD�PRWLYDGD�H�VLJQL¿FDWLYD� 'LVSRQtYHO�HP���KWWS���ZZZ�SODQHWDHGXFDFDR�FRP�EU�SRUWDO�LPDJHQV�DUWLJRV�GLDULR�$57,*2���-,$1(��� -2*2��SGI!��$FHVVR�HP����MXQ������� ACOMPANHENAWEB � ACOMPANHENAWEBACOMPANHENAWEB &LrQFLD��DUWH�H�MRJR�VmR�RV�HOHPHQWRV�SULQFLSDLV� GRV� SURMHWRV� UHXQLGRV� QHVWH� OLYUR�� &RP� IRFR� na Educação Infantil, a autora sugere muitas maneiras de instigar a curiosidade das crianças de modo inteligente e produtivo. Destaque: as fotos revelam produções feitas SHORV�SHTXHQRV��XPD�SURYD�GH�TXH�p�SRVVtYHO� REWHU�ERQV�UHVXOWDGRV�HP�WUDEDOKRV�HP�TXH�D� criançada põe a mão na massa. &LrQFLD��$UWH�H�-RJR�ࣣ�3URMHWRV�H�$WLYLGDGHV� /~GLFDV QD� (GXFDomR� ,QIDQWLO, de Adriana Klisys, da Editora Peirópolis. Instruções: $JRUD��FKHJRX�D�VXD�YH]�GH�H[HUFLWDU�VHX�DSUHQGL]DGR��$�VHJXLU��YRFr�HQFRQWUDUi�DOJXPDV�TXHVW}HV�GH�P~OWLSOD� HVFROKD�H�GLVVHUWDWLYDV��/HLD�FXLGDGRVDPHQWH�RV�HQXQFLDGRV�H�DWHQWH�VH�SDUD�R�TXH�HVWi�VHQGR�SHGLGR� AGORAÉASUAVEZ Questão 1 &RP�EDVH�QR�TXH�YRFr�DSUHQGHX�HP�WRGRV�RV�WHPDV�GHVWD�GLVFLSOLQD��YRFr�GLULD�TXH�TXDOTXHU�REMHWR�SRGH�VHU�FRQVLGHUDGR�XP�EULQTXHGR"�-XVWL¿TXH�VXD�UHVSRVWD� �� AGORAÉASUAVEZ Questão 2 4XDQWR�j�XWLOL]DomR�GR�MRJR�HGXFDWLYR�FRP�¿QV�SHGDJyJLFRV��p�FRUUHWR�D¿UPDU�TXH� a)�'HYH�VHU�UDUDPHQWH�RIHUHFLGR�jV�FULDQoDV��SRUTXH��FRPR�p�PXLWR�EDUXOKHQWR�H�GHVRUJDQL]D�R�DPELHQWH��DWUDSDOKD�R�WUDEDOKR�GDV� RXWUDV�VDODV��FRORFD�HP�ULVFR�R�FXPSULPHQWR�GD�URWLQD�GD�HVFROD��GRV�KRUiULRV�H�GDV�RXWUDV�DWLYLGDGHV��TXH�VmR�PDLV�LPSRUWDQWHV� b)�3URSRUFLRQD�GLYHUVmR��SUD]HU��DMXGD�QR�HQVLQR�GH�FRQWH~GRV�HVFRODUHV��PDV��SRU�RXWUR�ODGR��WRUQD�DV�DXODV�PXLWR�EDUXOKHQWDV�� GHVRUJDQL]DGDV��H�R�SURIHVVRU�SHUGH�R�FRQWUROH�GD�VDOD�H�VXD�PRUDO��$VVLP��p�SUHIHUtYHO�QmR�LQFOXLU�R�MRJR�HGXFDWLYR�QD�HGXFDomR� escolar. c)�6LJQL¿FD�WUDQVSRUWDU�SDUD�R�FDPSR�GR�HQVLQR�DSUHQGL]DJHP�FRQGLo}HV�SDUD�HOHYDU�DR�Pi[LPR�D�FRQVWUXomR�GR�FRQKHFLPHQWR�� LQWURGX]LQGR�R�O~GLFR��R�SUD]HU��D�FULDWLYLGDGH��R�DJLU�UHÀH[LYR�H�D�PRWLYDomR� d) Essa utilização deve ser rigorosamente gerenciada pelos professores, sem a participação das crianças, para que a aula não ¿TXH�EDUXOKHQWD�H�SDUD�TXH�D�VDOD�QmR�¿TXH�GHVDUUXPDGD�H��SULQFLSDOPHQWH��SDUD�TXH�QmR�VDLD�GR�KRUiULR�SUHYLVWR�SDUD�FRPHoDU� e terminar. Questão 3 7HQGR�SRU�EDVH�R�5HIHUHQFLDO�&XUULFXODU�1DFLRQDO�SDUD�D�(GXFDomR�,QIDQWLO�±�YROXPH����OHLD�DV�D¿UPDo}HV��D�VHJXLU��H�DQDOLVH�D� UHODomR�H[LVWHQWH�HQWUH�HODV� 2�SURIHVVRU�SRGH�RUJDQL]DU�DWLYLGDGHV�TXH�H[LMDP�R�DSHUIHLoRDPHQWR�GDV�FDSDFLGDGHV�PRWRUDV�GDV�FULDQoDV�RX�TXH�OKHV�WUDJDP� QRYRV�GHVD¿RV��FRQVLGHUDQGR�VHXV�SURJUHVVRV� 3RUTXH $V�EULQFDGHLUDV�H�RV�MRJRV�HQYROYHP�D�GHVFREHUWD�H�D�H[SORUDomR�GH�FDSDFLGDGHV�ItVLFDV�H�D�H[SUHVVmR�GH�HPRo}HV��DIHWRV�H� sentimentos. a)�$�SULPHLUD�D¿UPDomR�p�YHUGDGHLUD��H�D�VHJXQGD�p�IDOVD� b)�$�SULPHLUD�D¿UPDomR�p�IDOVD��H�D�VHJXQGD�p�YHUGDGHLUD� c)�$�SULPHLUD�D¿UPDomR�p�YHUGDGHLUD��H�D�VHJXQGD�MXVWL¿FD�D�SULPHLUD� d)�$V�GXDV�D¿UPDo}HV�VmR�YHUGDGHLUDV� �� Questão 4 ³2�PHQLQR�IRL�FUHVFHQGR��FUHVFHQGR�H�YLURX�XP�FDUD�OHJDO��$OLiV�YLURX�R�FDUD�PDLV�OHJDO�GR�PXQGR��(�IRL�Dt�TXH�WRGR�PXQGR�GHV� FREULX�TXH�HOH�QmR�WLQKD�VLGR�XP�PHQLQR�PDOXTXLQKR��HOH�WLQKD�VLGR�XP�PHQLQR�IHOL]�´� (VWH�SHTXHQR�WUHFKR�UHWLUDGR�GR�OLYUR�O Menino Maluquinho��GH�=LUDOGR��OHYD�QRV�D�UHÀHWLU�VREUH�R�GHVHQYROYLPHQWR�GH�XPD�HVFROD� IHOL]�H��QHVWH�VHQWLGR��VREUH�R�DSUHQGHU�SRU�PHLR�GH�MRJRV�H�EULQFDGHLUDV��e�FRUUHWR�D¿UPDU�TXH� a) Uma aula ludicamente inspirada não é, necessariamente, aquela que ensina conteúdos com jogos, mas aquela em que as FDUDFWHUtVWLFDV�GR�EULQFDU�HVWmR�SUHVHQWHV�LQÀXLQGR�QR�PRGR�GH�HQVLQDU�GR�SURIHVVRU��QD�VHOHomR�GH�FRQWH~GRV��QR�SDSHO�GR� aluno. b)�'HIHQGHU�R�EULQFDU�QD�HVFROD�VLJQL¿FD�QHJOLJHQFLDU�D�UHVSRQVDELOLGDGH�VREUH�R�HQVLQR��D�DSUHQGL]DJHP�H�R�GHVHQYROYLPHQWR� c) A consequência mais importante da atividade lúdica é a garantia da aprendizagem do conteúdo pelo aluno e, portanto, só GHYH�VHU�XWLOL]DGD�FRP�¿QV�SHGDJyJLFRV� d)�$V�WHRULDV�GD�DSUHQGL]DJHP�DWXDLV��SULQFLSDOPHQWH�DV�LQVSLUDGDV�HP�3LDJHW�H�9\JRWVN\��SUHFRQL]DP�R�EULQFDU�FRPR�DWLYLGDGH� VHFXQGiULD�SDUD�R�HQVLQR�QD�HGXFDomR�LQIDQWLO� Questão 5 /HLD��D�VHJXLU��XPD�VLWXDomR�QD�HGXFDomR�LQIDQWLO�HP�TXH�D�SURIHVVRUD�OHYD�XP�SLQWLQKR�GH�EULQTXHGR�j�VDOD�GH�DXOD� ࣣ�+RMH�HX�WURX[H�HVVH�SLQWLQKR�SDUD�D�JHQWH�YHU��'H�TXH�p�IHLWR�HVVH�SLQWLQKR" ࣣ�e�GH�SHOLQKR�DPDUHOR� ࣣ�1mR��p�GH�Om�DPDUHOD��(VVH�SLQWLQKR�p�LJXDO�DR�GH�YHUGDGH" ࣣ�1mR��R�GH�YHUGDGH�WHP�SHQD� ࣣ�1R�PHX�VtWLR�WHP�XPD�JDOLQKD�TXH�WHYH�SLQWLQKRV��FRP�DV�SHQDV�EUDQTXLQKDV� ࣣ�$K��TXHU�GL]HU�TXH�WHP�SLQWR�TXH�QDVFH�FRP�SHQDV�EUDQFDV�H�RXWURV�FRP�SHQDV�DPDUHODV"�&RPR�HVVH�GH�EULQTXHGR" ࣣ�1mR��TXDQGR�HOH�QDVFH�D�SHQD�p�EHP�DPDUHOLQKD��FRPR�HVVH��GH�EULQTXHGR���GHSRLV�p�TXH�¿FD�EUDQFD� ࣣ�7HP�XQV�SLQWLQKRV�QR�VtWLR�TXH�WDPEpP�p�DVVLP� ࣣ�0DV�HQWmR��FRPR�TXH�WHP�XPD�JDOLQKD�QD�PLQKD�FDVD�TXH�WHP�SHQDV�PDUURQV" �6LOrQFLR� ࣣ�$K��0DV�p�TXH�WHP�JDOLQKD�EUDQFD�H�JDOLQKD�GH�RXWUD�FRU��XDL� ࣣ�e� AGORAÉASUAVEZ �� ࣣ�e��VLP��� ࣣ�7RGR�PXQGR�DTXL�WHP�JDOLQKD" ࣣ�1mR� ࣣ�(X�Vy�WHQKR�QR�PHX�VtWLR� ࣣ�(X�WHQKR�Oi�QD�PLQKD�FDVD�HP�)LJXHLUDV�� ࣣ�(X�QmR��HX�PRUR�QXP�SUpGLR��R�]HODGRU�QmR�GHL[D��HOH�EULJD����� ࣣ�(�GH�RQGH�VDLX�HVWHV�SLQWLQKRV�Oi�GR�VHX�VtWLR" ࣣ�'R�RYR��(OD�ERWRX�R�RYR�Oi�QR�QLQKR�H�GDt�HOH�VDLX�GR�RYR� ࣣ�1D�PHVPD�KRUD�R�SLQWLQKR�VDLX" ࣣ�1mR��HOD�WHYH�TXH�¿FDU�VHQWDGD�PXLWR�WHPSR����&KRFDQGR��� ࣣ�e��H�Dt�IRL�HVTXHFHQGR�R�RYR�H�HOH�VDLX��� 9RFrV�TXHUHP�TXH�HX�WUDJD�XPD�JDOLQKD��DPDQKm��Oi�GD�PLQKD�FDVD" ࣣ�2ED��(X�TXHUR� ࣣ�(X�WDPEpP� �)5(,5(�������DSXG�*$8/.(������� )DoD�XPD�DQiOLVH�GH�FRPR�D�SURIHVVRUD�FRQGX]LX�D�DXOD�UHODWDGD�QR�WH[WR�DSUHVHQWDGR��GH�PDQHLUD�D�PRVWUDU�RV�SRVVtYHLV�GHV� GREUDPHQWRV�GR�WUDEDOKR�SHGDJyJLFR�D�SDUWLU�GD�DSUHVHQWDomR�TXH�HOD�ID]�GR�SLQWLQKR�GH�EULQTXHGR� AGORAÉASUAVEZ 1HVWD�DXOD��YRFr�UHOHPEURX�DOJXQV�FRQFHLWRV�VREUH�D�LPSRUWkQFLD�GH�R�SURIHVVRU�GD�HGXFDomR�LQIDQWLO�H�GR�HQVLQR� fundamental ter uma postura lúdica ao atuar em sala de aula, vendo em cada jogo ou brinquedo uma oportunidade GH�HQVLQDU��GH�HVWLPXODU�HP�VHXV�DOXQRV�R�SHQVDPHQWR�FUtWLFR��D�FULDWLYLGDGH��D�UHÀH[mR�VREUH�FRPR�DV�FRLVDV�VmR�H� DFRQWHFHP��YDORUL]DQGR�R�FRQKHFLPHQWR�TXH�D�FULDQoD�WUD]�FRQVLJR��IUXWR�GH�VXDV�H[SHULrQFLDV�H�YLVmR�GH�PXQGR�� $OpP�GLVVR��YRFr�YHUL¿FRX��SRU�PHLR�GH�XP�H[HPSOR��FRPR�SURSRU�DWLYLGDGHV�GH�HQVLQR�FXMD�W{QLFD�VHMD�D�OXGLFLGDGH��LVWR� p��DWLYLGDGH�TXH��SRU�PHLR�GH�XP�MRJR�RX�EULQFDGHLUD��R�SURIHVVRU�DWLQMD�REMHWLYRV�SHGDJyJLFRV�H�RX�HGXFDFLRQDLV�� 1D�SUy[LPD�DXOD��YRFr�YHUi�DOJXPDV�VXJHVW}HV�GH�EULQTXHGRV��EULQFDGHLUDV�H� MRJRV�SDUD�HQULTXHFHU�DLQGD�PDLV�DV� DWLYLGDGHV�TXH�YRFr�SRGHUi�SURSRU�HP�VXD�IXWXUD�VDOD�GH�DXOD��$Wp�Oi�� GREUDPHQWRV�GR�WUDEDOKR�SHGDJyJLFR�D�SDUWLU�GD�DSUHVHQWDomR�TXH�HOD�ID]�GR�SLQWLQKR�GH�EULQTXHGR� 1 O r O E O L E L k L G I G G L I LO G L FINALIZANDO �� '$//$%21$��6DQGUD�5���0(1'(6��6XHOL�0��6��O lúdico na educação infantil��MRJDU��EULQFDU��XPD�IRUPD�GH�HGXFDU��'LVSRQtYHO� HP��<KWWS���ZZZ�SRVXQLDVVHOYL�FRP�EU�DUWLJRV�UHY������SGI!��$FHVVR�HP����MXQ�������� *$8/.(��$OYLQH�*��$�UHODomR�SHGDJyJLFD�QD�HGXFDomR�LQIDQWLO��,Q��6(0,1È5,26�'(�3(648,6$�(0�('8&$d2�'$�5(*,2� 68/������������$13('�6XO��������'LVSRQtYHO�HP��<KWWS���ZZZ�XFV�EU�HWF�FRQIHUHQFLDV�LQGH[�SKS�DQSHGVXO��DQSHGVXO�SDSHU� YLHZ)LOH���������!��$FHVVR�HP�����MXQ������� .,6+,0272��7��0���2UJ���-RJR��EULQTXHGR��EULQFDGHLUD�H�D�HGXFDomR������HG��6mR�3DXOR��&RUWH]������� 0285$��0��2��GH��2�MRJR�QD�HGXFDomR�PDWHPiWLFD��,Q��Ideias. O jogo e a construção do conhecimento na pré-escola��6mR� 3DXOR��)'(��Q������S�������������� 5$8��0DULD�&ULVWLQD�7��'��A ludicidade na educação��XPD�DWLWXGH�SHGDJyJLFD�����HG��&DPSLQDV��(GLWRUD�,ESH[������� 62$5(6��-LDQH�0��$�LPSRUWkQFLD�GR�O~GLFR�QD�DOIDEHWL]DomR�LQIDQWLO��'LVSRQtYHO�HP��<KWWS���ZZZ�SODQHWDHGXFDFDR�FRP�EU�SRUWDO� LPDJHQV�DUWLJRV�GLDULR�$57,*2���-,$1(���-2*2��SGI!.�$FHVVR�HP����MXQ�������� REFERÊNCIAS Cultura lúdica:�FRQMXQWR�GH�UHSUHVHQWDo}HV�FULDGDV�QR�FRQWH[WR�GH�XP�JUXSR�VRFLDO��&RQVLVWH�QR�UHVXOWDGR�GH�WRGDV�DV� H[SHULrQFLDV�VRFLDLV�H�FXOWXUDLV�YLYLGDV�SHOD�FULDQoD�DR�ORQJR�GH�VXD�LQIkQFLD�GLDQWH�GH�VXDV�LQWHUDo}HV�FRP�VHXV�SDUHV� Ludicidade:�FRQMXQWR�GH�PDQLIHVWDo}HV�KXPDQDV�TXH�YmR�DOpP�GRV�DWRV�GH�EULQFDU�H�MRJDU��7UDWD�VH�GH�XP�XQLYHUVR� mais amplo incluindo sentidos culturais, sociais e antropológicos de determinado grupo social. Postura lúdica: conjunto de ações do educador frente ao universo da ludicidade e que entra em ação ao promover ou IDFLOLWDU�RV�DWRV�GH�EULQFDU�RX�MRJDU��(OD�p�FRQVWUXtGD�D�SDUWLU�GD�IRUPDomR�SHGDJyJLFD��WHyULFD�H�O~GLFD�QR�FRQWH[WR�GD� IRUPDomR�LQLFLDO�GR�HGXFDGRU��EHP�FRPR�GD�IRUPDomR�FRQWLQXDGD�QR�H[HUFtFLR�GD�SUR¿VVmR�GRFHQWH� LPDJHQV�DUWLJRV�GLDULR�$57,*2���-,$1(���-2*2��SGIJ J S �$FHVVR�HP����MXQ������� C lt lúdi M W G W } L G W W G L O & L W OW G G W G GLOSSÁRIO �� GABARITO Questão 1 Resposta: 1mR� SRGH�� SRLV� XP� REMHWR� Vy� SRGH� VHU� FRQVLGHUDGR� EULQTXHGR� TXDQGR� DWHQGH� j� IXQomR� O~GLFD�� LVWR� p�� FXPSUH�D� IXQomR�GH�SURSLFLDU�PRPHQWRV�GH�GLYHUVmR��GH�EULQFDGHLUD�RX�GH� MRJR��DWHQGHQGR�jV�VXDV�FDUDFWHUtVWLFDV�FRQFHLWXDLV��9iULRV�WLSRV�GH�REMHWRV�H[LVWHQWHV��FRSLQKRV�GH�LRJXUWH��UROLQKR�GH�SDSHO�KLJLrQLFR��JDUUDID�SHW�HWF���SRGHP� ser transformados e, então, cumprir uma função lúdica. Questão 2 Resposta: $OWHUQDWLYD�&� (VWi� FRUUHWD�� SRLV�� FRQIRUPH� GHVWDFD� .LVKLPRWR� �������� D� GLPHQVmR� HGXFDWLYD� GR� MRJR� p� WUDEDOKDGD� SHOR� SURIHVVRU� TXDQGR�HOH�FRQVHJXH�HODERUDU�VLWXDo}HV�O~GLFDV�FRP�R�REMHWLYR�GH�HVWLPXODU�D�DTXLVLomR�GH�FRPSHWrQFLDV�H�KDELOLGDGHV� HVSHFt¿FDV�FRPR�IRUPD�GH�DWHQGHU�WDQWR�jV�QHFHVVLGDGHV�TXDQWR�GHVHQYROYHU�DV�SRWHQFLDOLGDGHV�GDV�FULDQoDV� Questão 3 Resposta:�$OWHUQDWLYD�'� $V�GXDV�D¿UPDo}HV� VmR� YHUGDGHLUDV�� VHP�TXH�XPD�VHMD� MXVWL¿FDWLYD� GD�RXWUD�� SRLV� D� SULPHLUD� SURSRVLomR� WUDWD� GDV� KDELOLGDGHV�PRWRUDV�H��D�VHJXQGD��GDV�KDELOLGDGHV�ItVLFDV�H�HPRFLRQDLV��VHQGR��SRUWDQWR��FRPSOHPHQWDUHV� Questão 4 Resposta: Alternativa A. $�DOWHUQDWLYD�HVWi�FRUUHWD��SRLV� WUDWD�GD�SRVWXUD� O~GLFD�GR�SURIHVVRU�RX�GD� OXGLFLGDGH�GD�HGXFDomR�� LQGLVVRFLiYHO�GR� SURFHVVR�GH�HQVLQR�DSUHQGL]DJHP�QD�HGXFDomR�LQIDQWLO�H�HQVLQR�IXQGDPHQWDO� �� Questão 5 Resposta: 8P�VLPSOHV�EULQTXHGR�±�XP�SLQWLQKR�DPDUHOR�±�SURSRUFLRQRX�GLVFXVV}HV�LQWHUHVVDQWHV�HQWUH�DV�FULDQoDV�� (ODV�IRUDP�OHYDGDV�D�UHÀHWLU��D�FRPSDUDU��D�TXHVWLRQDU��3HQVDUDP�VREUH�D�FRU�GRV�SLQWLQKRV�H�GDV�JDOLQKDV��PDUURP�� DPDUHOR��EUDQFR���RQGH�HOHV�SRGHP�VHU�FULDGRV�RX�HQFRQWUDGRV��JHUDOPHQWH�QR�VtWLR���RQGH�QmR�VmR�SHUPLWLGRV��SUpGLRV�� DSDUWDPHQWRV��� VREUH� FRPR� QDVFHP� �RYR� VHQGR� FKRFDGR� SRU� GHWHUPLQDGR� WHPSR� SHOD� JDOLQKD���$� DWLWXGH� O~GLFD� GR� professor o faz aproveitar as oportunidades e utilizar coisas simples, como o brinquedo do relato, para estimular a curiosidade, as memórias, a capacidade de fazer relação entre fatos, os questionamentos de seus alunos.
Compartilhar