Jogar ou não jogar nas aulas de matemática? Reflexões numa perspectiva dialógica investigativa

Abstract

This final paper, entitled “Play or not to play in mathematics classes? Reflections in an Investigative Dialogical Perspective”, of the Mathematics Graduation Course, from UEG (Universidade Estadual de Goiás – Cora Coralina Campus).The research aims to analyze, from the literature, how to use the Games in Mathematics Classes. So, there is one question that could help to guide this discussion: Play or not to play in Mathematics Classes? For this, the literature analyzed is: Vasconcellos(2011), Barros(2012), Magri(2012), Jelinek(2005), Sartori(2015), Suleiman(2008), and others. For the analysis of literature, we are supported on Skivsmose(2000) that argues about the development of the research in the classroom; and Freire(1996) that talks about the importance to provide a dialogue in the classroom. The selection of literature for analysis came from topics about the use of games in the classroom. During the development of the research, it was noticed that the proposal of use of games in the classroom requires planning of the teacher and it promotes interaction, motivation, emancipation, autonomy and critically to the students, then the teacher is responsible to mediate this process.