Games and ludic activities in the development of metacognitive skills in Early Childhood Education

Authors

  • Guilherme Saramago de Oliveira Universidade Federal de Uberlândia
  • Anderson Oramisio Santos Universidade Federal de Jataí
  • Márcia Regina Gonçalves Cardoso Centro Universitário Mário Palmério
  • Josely Alves dos Santos Universidade Federal de Uberlândia

Keywords:

Metacognition; Neurosciences; Learning; Games; children's pranks.

Abstract

The present work sought to investigate Metacognition as a field of research and its application in Early Childhood Education, through playful activities. The study was theoretical-bibliographical, qualitative in nature. The research demonstrated that games/games can contribute to the development of metacognitive skills in early childhood education, insofar as they provide opportunities for the acquisition of the symbolic function.

Author Biographies

Guilherme Saramago de Oliveira, Universidade Federal de Uberlândia

Associate Professor at the Federal University of Uberlândia, assigned to the Faculty of Education - FACED/UFU - where he develops Teaching, Research, Extension and Administration actions, in the Undergraduate and Post-Graduate Academic Programs (master's and doctorate) and Professional (master's degree) . Graduated in Pedagogy from the Federal University of Uberlândia (1986). Graduated in Law from the Federal University of Uberlândia (1991 - OAB/MG 82057). Graduated in Mathematics from the University of Uberaba (2009). Master in Higher Education from the Pontifical Catholic University of Campinas (1997). Master in Innovation and Educational Systems from the Autonomous University of Barcelona (1999). PhD in Education from the Federal University of Uberlândia (2009). Leader of the Research Group on Mathematics Education and Digital Technologies in Teaching - GRUPEM-UFU. Member of the Editorial Board of GeTeC Magazines: Management, Technology and Sciences; Fucamp notebooks; InterSciencePlace. Member of the Editorial Board of Editora FUCAMP. He is a member of the INEP/MEC evaluator board for face-to-face and distance higher education courses. He was Teaching Director at the Federal University of Uberlândia (January 2017 to January 2021). He served as a Teacher of Early Childhood Education, Elementary and High School. He exercised the functions of School Supervision and Management of the School of Basic Education. He was Pedagogical Technical Advisor of the Municipal Secretary of Education and Interim Municipal Secretary of Education-Uberlândia MG. He has academic and professional experience in School Education and Non-School Education, working mainly on the following topics: University Teaching, Constitutional and Administrative Law, Educational Law, Mathematics Education, Special and Inclusive Education, Teacher Training, Early Childhood Education, Elementary Education , High School, School Management, Pedagogical Coordination, Educational Policies, Teaching Learning, Teaching Methodologies, Assessment, Curriculum, Planning, Pedagogical Projects, Distance Education and Business and Organizational Education.

Márcia Regina Gonçalves Cardoso, Centro Universitário Mário Palmério

Graduated in Pedagogy from the University of Uberaba (1992), Master's and Doctorate in Education from the Federal University of Uberlândia - UFU. She was Municipal Secretary of Education and Culture of the municipality of Monte Carmelo / MG. She has experience in the area of educational management and Education, working mainly on the following topics: Early Childhood Education, Information and Communication Technologies applied to Education, Mathematics Education, teacher training.

Josely Alves dos Santos, Universidade Federal de Uberlândia

Master in Education by the Graduate Program in Education at the Federal University of Uberlândia in the line of research Education in Science and Mathematics. He holds a degree in Pedagogy from the Federal University of Uberlândia (2006). From 2006 to 2014, he worked as an Educational Analyst at the Uberlândia Regional Teaching Superintendence - Minas Gerais State Department of Education, carrying out pedagogical advisory activities to state schools in the state in the context of Elementary and High School. He currently works at the Laboratory of the Pedagogy Course at Campus Pontal (UFU) and is studying for a Doctorate at the Faculty of Education - UFU.

References

AMTHOR, F. Neurociência para leigos. Traduzido por Samantha Batista. Rio de Janeiro, RJ: Alta Books, 2017.

ANTUNES, C. Jogos para a estimulação das inteligências múltiplas. Petrópolis, RJ: Vozes, 2005.

BARROS, A. J. P.; LEHFELD, N. A. Fundamentos de Metodologia: Um Guia para a Iniciação Científica. São Paulo, SP: Makron Books, 2000.

BEACH, P. T.; ANDERSON, R. C.; JACOVIDIS, J., N.; CHADWICK, K. L. Making the abstract explicit: The role of metacognition in teaching and learning. Bethesda, Maryland (EE. UU.): Organización del Bachillerato Internacional, 2020.

BOMTEMPO, L.; VIANNA, Z. O Construtivismo com Sucesso na Sala de Aula. Contagem, MG: Oficina Editorial, 2003.

CERVO, A. L.; BERVIAN, P. A.; SILVA, R. Metodologia científica. São Paulo, SP: Prentice Hall, 2007.

CHIZZOTTI, A. Pesquisa em Ciências Humanas e Sociais. São Paulo, SP: Cortez, 2010.

CONTENTE, I. C. P. Aprender a aprender: atividades que estimulam o uso de habilidades metacognitivas para a aprendizagem. 2020. 46f.Produto. Mestrado Profissional. Universidade Federal do Pará, Belém, PA, 2020.

CÓRIA-SABINI, M. A.; LUCENA, R. F. Jogos e brincadeiras na Educação Infantil. São Paulo, SP: Papirus, 2004.

COSENZA, R. M.; GUERRA, L. B. Neurociências e educação: como o cérebro aprende. Porto Alegre, RS: Artmed, 2011.

DIAMOND, A. Pre-frontal Cortex and Early Child Development.Conferência proferida na Academia Brasileira de Ciências, “Meetingon Early Child hood Education”, Rio de Janeiro, dez. 2009. Resumo feito por Jaderson Costa da Costa (PUC/RS), Erasmo Barbante e Edson Amaro (Universidade de São Paulo) das palestras dos convidados internacionais.

FLAVELL, J. Metacognition and cognitive monitoring: A new area of cognitivedevelopmental inquiry. American Psychologist,34(10), 1979. 906–911. Disponível em: https://doi.org/10.1037/0003-066X.34.10.906. Acesso em: 05mar. 2022.

GOMES, R. Análise e interpretação de dados de pesquisa qualitativa. In: MINAYO, M. C. S. et al. (Orgs.). Pesquisa Social: Teoria, método e criatividade. Revista e atualizada. Rio de Janeiro: Vozes, 2007. p. 79-107.

KISHIMOTO, T. M. (Org.). Jogo, Brinquedo, Brincadeira e a Educação. São Paulo, SP: Cortez, 2005.

MINAYO, M. C. S. O desafio da pesquisa social. In: MINAYO, M. C. S. et al. (Org.) Pesquisa Social: Teoria, método e criatividade. Revista e atualizada. Rio de Janeiro, RJ: Vozes, 2007. p. 9-30.

PIAGET, J. A Epistemologia Genética. Petrópolis, RJ, 1970. PIAGET, J.; INHELDER, B. A psicologia da criança. São Paulo, SP: Difel, 1980.

PIAGET, J. Psicologia e Pedagogia. Tradução de Dirceu Accioly Lindoso e Rosa Maria Ribeiro da Silva. Rio de Janeiro, RJ: Forense Universitária, 1985.

ROSA, C. T. W. Metacognição no ensino da Física: da concepção à aplicação. Passo Fundo, RJ: UPF Editora, 2014.

ROSA, C. T. W.; VILLAGRÁ, J. A. M. A. Metacognição e Ensino de Física: Revisão de Pesquisas Associadas a Intervenções Didáticas. Revista Brasileira de Pesquisa em Educação em Ciências, v. 18, n. 2, p. 581–608, 2018. DOI: 10.28976/1984-2686rbpec2018182581. Disponível em: https://periodicos.ufmg.br/index.php/rbpec/article/view/4851. Acesso em: 16 fev. 2022.

ROSA, C. T. W.; CORRÊA, N. N. G.; PASSOS, M. M.; ARRUDA, S. M. Metacognição e seus 50 anos: cenários e perspectivas para o Ensino de Ciências. Revista Brasileira de Ensino de Ciências e Matemática, v. 4, n. 1, 25 jan. 2021. Disponível em: http://seer.upf.br/index.php/rbecm/article/view/12194. Acesso em: 9 fev. 2022.

TAPIA, C. E. Metacognición Aprendizaje y Transferencia, 2016. Disponível em: file:///D:/Arquivos/Downloads/MetacognicinAprendizajeyTransferencia.pdf. Acesso em: 9 fev. 2022.

VIEIRA, E. Representação mental: as dificuldades na atividade cognitiva e metacognitiva na resolução de problemas matemáticos. Psicologia: Reflexão e Crítica, Universidade Federal do Rio Grande do Sul, Porto Alegre, RS, v.14, n. 2, p.439-448, 2001.

WADSWORTH. B. J. Inteligência e afetividade da criança na teoria de Piaget. Tradução de Esmeria Rovai. São Paulo, SP: Thompson Pioneira, 2003.

Downloads

Published

2023-05-22

How to Cite

Saramago de Oliveira, G., Santos, A. O., Gonçalves Cardoso, M. R., & dos Santos, J. A. (2023). Games and ludic activities in the development of metacognitive skills in Early Childhood Education. Revista Científica Foz, 5(1), 21. Retrieved from https://revista.ivc.br/index.php/revistafoz/article/view/251

Issue

Vol. 5 No. 1 (2022): Revista Científica FOZ

Section

Artigo de temática livre

License

Creative Commons License

This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.

Os autores mantêm os direitos autorais e concedem à revista o direito de publicação inicial, com o trabalho simultaneamente licenciado sob a Licença Creative Commons 4.0, Atribuição-Sem Derivações, e pelos direitos de publicação. Os autores podem publicar seus trabalhos on-line em repositórios institucionais / disciplinares ou nos seus próprios sites.

 

Most read articles by the same author(s)