The Playful as Teaching-learning Form Promoting Health and Welfare


The Playful as Teaching-learning Form Promoting Health and Welfare

LUCAS, L.A.S.; MARIA LUIZA NARCISO, M.L.; LIMA, B.C.; ANJOS, F.B.R.

Federal University of Pernambuco

Research Journal of Pharmacology and Pharmacy-2d Code


Knowledge of science in schools reflects on motivation by the students, and often learning takes place mechanically, without a connection between the content covered by the lecturer and the application of knowledge in routine situations. Thus the teaching of Science is becoming more popular in scientific discussions about new forms of content approach, due to the need to use more creative methods and strategies for students. One of efficient methodologies for scientific dissemination is the theater. This can be seen as a means of transmitting scientific concepts, whereby learning is done in a simple manner, entertaining and enjoyable3. The entrance to the theater in social projects can be made by Palhaçoterapia allowing an alternative therapy with empirical and scientific basis.The Palhaçoterapia involves a professional used techniques to display and generate health by other life angles. The laughter therapy is widespread in hospitals, this practice has become relevant to the improvement of treatment in hospitalized children. Today, moreover, this artistic appeal is taken in schools, day care centers and NGOs and enables personal development, allows greater critical thinking and citizenship 4. Art and science have close ties, despite the misleading antagonism between them because both are ways of interpreting the world. This study aimed to develop art workshops that connect the social, ecological and cultural, seeking the use of the play in the teaching-learning promoting health and well-being. This work was carried out at the ONG of the Bode community life, Pina district of Recife – PE, with the participation of children from the local community, aged 5 to 11 years.Educational activities involving the ransom of knowledge and stimulate critical and reflective thinking of the children were selected, considering the family history of them, as descendants of fishermen and “little or no” sustainable environmental resource use reference.For achieving this sustainability workshop was first carried out with the kids a talk provided, followed by a questions relating to the sustainable use and the environment. This strategy aimed to know the knowledge of the group on the subject worked. After that, some issues related to environmental sustainability. Then they were made of recyclable material and toys were built: pet bottle carts; brand pages with popsicle stick and flute pipes. For the workshop of crustaceans was previously conducted an inquiry into the bodies, looking investigate which children’s knowledge about these organisms and the ecological importance of these individuals to the ecosystem they inhabit. Next were some examples of organizations that fit the group of crustaceans, such as crab, shrimp and lobster. Through the development of these workshops was possible to see that science teaches playful and interactive mode provides a better level of involvement and learning of children. The Palhaçoterapia become more accessible to the understanding of the concepts of science. During the workshops the children have shown great interest in participating, it was noticeable through prior dialogue with children about the issues worked and behavior of them during the workshops. These were performed in two days with a group of 10 children each. When performing both workshops it was observed that about 80 % of children were sensitive and stimulated others to attend. Thus it was found that the playful strategies enable a more dynamic and enjoyable learning, therapeutic analysis evaluates the greater interaction between groups of workshops and indicates that integrating activities change the social context and enables children without access to science and development social enjoy with new perspective. The natural curiosity of a child should be taken as a presentation of opportunity to new prospects, particularly with regard to awareness of what is science. The transfer of knowledge can be done together to palhaçoterapia, which generates inclusion among children, are able to address any area of science, blurs the reality experienced by children and, most importantly, brings all information more clearly to target Audience.

Keywords: Laughter therapy; Integrating activities; Group practice; Playful


Free Full-text PDF

REFERENCES

  1. Carvalho, Anna Maria Pessoa de. A pesquisa no ensino, sobre o ensino e sobre a reflexão dos professores sobre seus ensinos. Educação e Pesquisa, São Paulo, v.28, n.2, p. 57-67, jul./dez., 2002.
  2. Ferreira, Fernando César. Diálogos sobre o tempo: arte e ciência, educação. São Paulo: Tese de Doutorado apresentada à Faculdade de Educação da Universidade de São Paulo, 2004.
  3. Lupetti, Karina O. et al. Ciência em cena: teatro e divulgação cientifica. Curitiba: XIV Encontro nacional de ensino de Química, 2008.
  4. Oliveira, Silmara Sartoreto. Concepções alternativas e ensino de biologia: como utilizar estratégias diferenciadas na formação inicial de licenciados. Educar, Curitiba, n. 26, p. 233-250, 2005.