A importância dos jogos pedagógicos no processo de ensino-aprendizagem sobre solos: estudo de caso em uma escola de ensino fundamental anos finais em Recife - PE

Abstract

Soil is a natural component essential for maintaining life on Earth. As a dynamic resource, it is subject to degradation due to potentially inappropriate practices, resulting in negative impacts on the environment. This compromises environmental balance and the quality of life in ecosystems. Despite soil's paramount importance for both the environment and humanity, various studies indicate that soil education in the later years of elementary school lacks strategies demonstrating the real significance of this resource to students. Based on the reasons that led to this research, we sought to answer the following research problem: How can pedagogical games contribute to the teaching-learning process about soils in Geography classes in elementary school in the final years?. Therefore, to address this issue, the present work aims to analyze the contribution of educational games in the teaching-learning process of soils in Geography classes during the final years of elementary school. Adopting the action research methodology, we conducted a questionnaire with students from the 6th grade at Hugo Gerdau Municipal School in the San Martin neighborhood of Recife-PE. The goal was to assess their level of knowledge regarding soil-related topics. Upon obtaining the questionnaire results, we organized a didactic-pedagogical workshop with educational games, tailored to address the difficulties identified in the students' responses. Active and playful methodologies were employed to make the teaching-learning process dynamic and more accessible. During the implementation of the didactic-pedagogical workshop, we observed enthusiasm and active participation among the students. This active methodology made the workshop with educational games a different, enjoyable, and motivating way of learning. To assess the impact of this methodology on student learning, post-workshop questionnaires were administered. It is likely that a significant improvement in the percentage of correct answers obtained by students will be observed. Thus, the experiences confirmed that simple yet innovative teaching methodologies for soils, when implemented in the classroom, can have a profound influence on the teaching-learning process and the lives of students. They demonstrate a greater assimilation and understanding of knowledge related to the content.