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O potencial inovador do programa Quaternity na escola Sri Kumaran : um estudo de caso
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Os jogos de tabuleiro, como o xadrez, têm estado presentes nas escolas, sendo objeto de muitas pesquisas que analisam e comparam o seu potencial educativo. Atualmente, porém, cresce o interesse por novos jogos que possibilitem desenvolver os alunos para os novos desafios do século XXI. Jogos inovadores que se alinhem com as demandas e desafios de uma nova geração, que se depara com profundas transformações no mundo, tornam-se cada vez mais relevantes. Para isso, é necessário pesquisar e analisar quais desses novos jogos realmente promovem inovação na educação. A presente dissertação teve como objetivo investigar o potencial inovador de um programa educacional pioneiro que utiliza um jogo de tabuleiro chamado Quaternity, implementado numa escola na Índia. A investigação procurou identificar as características inovadoras desse programa, a partir do jogo, bem como os seus elementos de inovação pedagógica. Para tal, foram analisados a implementação, o conteúdo, a estrutura e organização do programa. Além disso, investigaram-se as perspetivas dos membros envolvidos nesse programa educacional com base no uso do jogo Quaternity. Foi também realizada uma análise SWOT para identificar os pontos fortes, os pontos fracos, as oportunidades e ameaças associadas ao programa. A metodologia adotada foi o estudo de caso, com recurso a entrevistas semiestruturadas e observação in loco. O estudo descreve o processo histórico de implementação do programa Quaternity na escola Sri Kumaran, articulado com os resultados da análise SWOT. Nesta análise verificou-se o que sustenta e fortalece o programa, suas fraquezas, ameaças, possibilidades e oportunidades de crescimento para o desenvolvimento e sucesso do programa. Os resultados apontam para vários aspetos inovadores do programa, entre os quais se destaca a abertura da direção escolar para projetos com propostas inovadoras, o jogo Quaternity enquanto recurso didático promotor de competências essenciais às crianças do seculo XXI, e o papel de um professor- facilitador profundamente engajado na sua prática, com a aprendizagem dos seus alunos e com a consolidação do programa, num enquadramento de aprendizagem lúdica. A partir desses resultados é possível afirmar que que o jogo, bem como o programa, apresenta um potencial inovador na educação dos alunos que nele participam.
Board games, such as chess, have long been present in schools and are the subject of much research which analyses and compares their educational benefits. Currently, there is a growing interest in new games that prepare students for the unique challenges of the 21st century; innovative games that prepare new generations to deal with profound world changes. It is clearly valuable to analyse which of these new games will most successfully deliver that vital preparation. The aim of this dissertation is to investigate the potential of a pioneering educational programme that has been implemented at the Sri Kumaran School in India, using the new board game Quaternity. The research sought to identify the innovative features of this programme; the implementation, content, structure and organisation were all analysed. The perspectives of those involved in the Quaternity programme were investigated. A SWOT analysis was carried out to identify the strengths, weaknesses, opportunities, and threats associated with the programme. The methodology adopted was a case study, using semi-structured interviews and on-site observation; it describes the historical process of implementing the Quaternity programme at Sri Kumaran School, relating this to the results of the SWOT analysis. Factors that support and strengthen the programme. The results point to several strong aspects of the programme: the school management's openness to projects with innovative proposals; the Quaternity game as a teaching resource that promotes essential skills for 21st-century children and the vital role of a teacher-facilitator who is deeply engaged in their work, in their students' learning and in the consolidation of the programme, within a playful learning framework. Based on these results, it is possible to affirm that the game, as well as the programme, has innovative potential in the education of the students who participate in it.
Board games, such as chess, have long been present in schools and are the subject of much research which analyses and compares their educational benefits. Currently, there is a growing interest in new games that prepare students for the unique challenges of the 21st century; innovative games that prepare new generations to deal with profound world changes. It is clearly valuable to analyse which of these new games will most successfully deliver that vital preparation. The aim of this dissertation is to investigate the potential of a pioneering educational programme that has been implemented at the Sri Kumaran School in India, using the new board game Quaternity. The research sought to identify the innovative features of this programme; the implementation, content, structure and organisation were all analysed. The perspectives of those involved in the Quaternity programme were investigated. A SWOT analysis was carried out to identify the strengths, weaknesses, opportunities, and threats associated with the programme. The methodology adopted was a case study, using semi-structured interviews and on-site observation; it describes the historical process of implementing the Quaternity programme at Sri Kumaran School, relating this to the results of the SWOT analysis. Factors that support and strengthen the programme. The results point to several strong aspects of the programme: the school management's openness to projects with innovative proposals; the Quaternity game as a teaching resource that promotes essential skills for 21st-century children and the vital role of a teacher-facilitator who is deeply engaged in their work, in their students' learning and in the consolidation of the programme, within a playful learning framework. Based on these results, it is possible to affirm that the game, as well as the programme, has innovative potential in the education of the students who participate in it.
Descrição
Dissertação de mestrado, Educação (Área de Especialidade em Inovação em Educação), 2025, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Inovação educativa Jogos de tabuleiro Lúdico Desenvolvimento das competências Dissertações de mestrado - 2025