Quimovida: um jogo didático que desenvolve as funções psicológicas superiores abordando conhecimento de química no contexto do ENEM

Abstract

This survey aims to investigate the project of a board game about the theme Water, which was called "QUIMOVIDA". This project involved chemistry concepts from curriculum matrix of the third year of High School. The teaching and learning technology encompassed an audience of approximately twenty five (25) students each round, with five (5) members in each team who where identified by colors. The board game was composed of problem situations, created by some students, related to current issues such as: disaster in the city of Mariana, oil spill at sea, water treatment and desalination of water among others. The pilot project was applied with a group of students from several public and private schools, from the morning period, in Campo Grande-MS. The purpose of this dissertation is to seek contributions to the development of SPF, together with the competences and skills required by ENEM regarding the area of Chemistry specifically in the Water content, through the game "QUIMOVIDA". It is important to know that, during the preparation and application of the game with the students, suggestions have already been presented in the experiences reports to be applied in the final survey. The final survey was applied in a class of Preparatory Course for Vestibular and / or ENEM with twelve (12) students and there were four (4) teams with three (3) participants in each one. The game "QUIMOVIDA" lasted about 150 minutes, data were collected through filming and an evaluation questionnaire regarding the game. The qualitative method applied was the microgenetic analysis, based on the typology of exploratory character. Based on vygotsky’s concepts, it was concluded that the educational product contributed to the student's learning in order to promote the develop several SPF (Higher Psychological Functions) such as: Memory, Imagination, Emotion, Attention, Creativity, Abstraction, Generalization, Thought And Language along with ENEM competencies and skills related to Chemistry teaching. It was also observed that the structure and development of the game can be modified and adapted to different areas of knowledge, either in printed material or in a virtual environment, as suggested by the students who took part in this survey.