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Utilização do jogo minecraft no ensino básico no Brasil e em Portugal
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Esta dissertação, desenvolvida no âmbito do Mestrado em Educação na área de especialização em
Educação e Tecnologias Digitais da Universidade de Lisboa, busca estudar o uso da plataforma de
jogo Minecraft para Educação na aprendizagem no ensino fundamental e básico no Brasil e em
Portugal. Para o desenvolvimento da investigação foram definidas as seguintes questões de
investigação: que contributos é que o uso do jogo Minecraft traz ao processo de ensino e
aprendizagem quando usado em contexto escolar? Que constrangimentos é que o uso do jogo
Minecraft traz ao processo de ensino e aprendizagem quando usado em contexto escolar? Em que
áreas disciplinares o uso de Minecraft traz mais benefícios para a aprendizagem e desenvolvimento
de competências por parte dos alunos? Quais são as percepções dos professores que utilizam o
Minecraft em contexto escolar? Para o desenvolvimento metodológico da investigação, optou-se
pela abordagem qualitativa, descritiva e interpretativa, que teve início com uma pesquisa
bibliográfica e análise documental dos trabalhos de investigação apurados na pesquisa, seguida da
realização de entrevistas semiestruturadas a professores com experiência de uso do Minecraft no
ensino, com a finalidade de explorar as suas percepções sobre essa utilização e os resultados que
isso pode ter na aprendizagem em ambiente escolar. A elaboração do guião de entrevistas foi
orientada pela revisão de literatura e pelos dados obtidos a partir da análise documental. Os
resultados obtidos permitiram: i) identificar contributos e constrangimentos do uso do Minecraft
no processo de ensino e aprendizagem em contexto escolar, a partir da sua aplicação em diversas
disciplinas, bem como ii) analisar os modos da sua utilização pedagógica enquadrada numa
abordagem de aprendizagem baseada em jogos. Os professores entrevistados reconheceram o
Minecraft como facilitador e motivador dos processos de aprendizagem, apesar de se identificarem
variações em contextos disciplinares e níveis de ensino. Portugal apresentou uma integração
tecnológica mais avançada em comparação com o contexto escolar no Brasil.
This dissertation, developed within the scope of the Master's in Education in the area of specialization in Education and Digital Technologies at the University of Lisbon, seeks to highlight the role of digital technologies as a tool in teaching, namely on the use of Minecraft for Education in learning in basic education in Brazil and Portugal. The research problem was how to use the Minecraft game platform in learning (of various subjects) in a school context? And it was guided through research questions: what contributions does the use of the game Minecraft bring to the teaching and learning process when used in a school context? What constraints does the use of the game Minecraft bring to the teaching and learning process when used in a school context? In which areas does the use of Minecraft bring the most benefits to students' learning and skills development? What are the perceptions of teachers who use Minecraft in teaching in a school context? For the methodological development of the investigation, a qualitative, descriptive and interpretative approach was chosen, which began with bibliographical research and documentary analysis, followed by semi-structured interviews with teachers with experience of using Minecraft in teaching, with the purpose of explore your perceptions about this use and the results it can have on learning in a school environment. The preparation of the interview guide was guided by the results of the Systematic Literature Review. The results allowed i) to identify contributions and constraints of the use of Minecraft in the teaching and learning process in a school context, based on its application in different subjects, as well as ii) to analyze the ways of its pedagogical use framed in a learning approach based on games. The teachers interviewed recognized Minecraft as a facilitator and motivator of learning processes, despite identifying variations in disciplinary contexts and teaching levels. Portugal presented more advanced technological integration compared to Brazil.
This dissertation, developed within the scope of the Master's in Education in the area of specialization in Education and Digital Technologies at the University of Lisbon, seeks to highlight the role of digital technologies as a tool in teaching, namely on the use of Minecraft for Education in learning in basic education in Brazil and Portugal. The research problem was how to use the Minecraft game platform in learning (of various subjects) in a school context? And it was guided through research questions: what contributions does the use of the game Minecraft bring to the teaching and learning process when used in a school context? What constraints does the use of the game Minecraft bring to the teaching and learning process when used in a school context? In which areas does the use of Minecraft bring the most benefits to students' learning and skills development? What are the perceptions of teachers who use Minecraft in teaching in a school context? For the methodological development of the investigation, a qualitative, descriptive and interpretative approach was chosen, which began with bibliographical research and documentary analysis, followed by semi-structured interviews with teachers with experience of using Minecraft in teaching, with the purpose of explore your perceptions about this use and the results it can have on learning in a school environment. The preparation of the interview guide was guided by the results of the Systematic Literature Review. The results allowed i) to identify contributions and constraints of the use of Minecraft in the teaching and learning process in a school context, based on its application in different subjects, as well as ii) to analyze the ways of its pedagogical use framed in a learning approach based on games. The teachers interviewed recognized Minecraft as a facilitator and motivator of learning processes, despite identifying variations in disciplinary contexts and teaching levels. Portugal presented more advanced technological integration compared to Brazil.
Descrição
Dissertação de mestrado, Educação (Área de Especialidade em Educação e Tecnologias Digitais), 2024, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Aprendizagem baseada em jogos Ensino básico Tecnologias digitais Processo de aprendizagem Jogos digitais Contexto escolar Dissertações de mestrado - 2024