Ludicity: conceptual comprehension of graduate students in education

Mineiro, Márcia; D’Ávila, Cristina

Acessibilidade / Reportar erro

Brasil

Español English

sumário « anterior atual seguinte »

Sumário

SECTION: ARTICLES • Educ. Pesqui. 45 • 2019 • https://doi.org/10.1590/S1678-4634201945208494 copy

Ludicity: conceptual comprehension of graduate students in education ^* * Translated by the authors. Revised by Fernanda Mota (General Coordinator of the Language Center of the “Languages without Frontiers Program” at UFBA) and Jeffrey Stewart (English Teaching Assistants of Fullbright).

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

Luckesi (2014) LUCKESI , Cipriano . Ludicidade e formação do educador . Revista Entreideias , Salvador , v. 3 , n. 2 , p. 13 - 23 , jul./dez . 2014 . Lopes (2014) LOPES , Conceição . Design de ludicidade . Revista Entreideias , Salvador , v. 3 , n. 2 , p. 25 - 46 , jul./dez . 2014 . Moraes (2014) MORAES , Maria Cândida . Ludicidade e transdiciplinariedade . Revista Entreideias , Salvador , v. 3 , n. 2 , p. 47 - 72 , jul./dez . 2014 . Caillois (1990) CAILLOIS , Roger . Os jogos e os homens . Lisboa : Cotovia , 1990 . Huizinga (2000) HUIZINGA , Johan . Homo ludens: o jogo como elemento da cultura . 4 . ed. São Paulo : Perspectiva , 2000 . Luckesi (2000) LUCKESI , Cipriano C . ( Org .) . Ludopedagogia: ensaios 01: educação e ludicidade . Salvador : Gepel , 2000 . Retondar (2007) RETONDAR , Jeferson José Moebus . Teoria do jogo: a dimensão lúdica da existência humana . Petrópolis : Vozes , 2007 . Holzapfer (2003) HOLZAPFER , Cristóbal . Crítica de la razón lúdica . Madrid : Trotta , 2003 . Kishimoto (2011) KISHIMOTO , Tizuko Morchida . O jogo e a educação infantil . 7 . reimp. São Paulo : Cengage Learning , 2011 .

Ludicity; Higher education; Education

Emotion (subjectivity, abstract feelings)	f	%	Religiosity	f	%	Action (what you do)	f	%
Entirety (entire, integral, integration body and mind)	10	23%	Paradise	1	50%	Surrender (of body and soul)	5	42%
Pleasure (pleasant)	9	20%	Ecstasy	1	50%	Touched (feeling touched)	2	17%
Fulfilment (full state)	8	18%	TOTAL	2		Individual experience	2	17%
State of mind (mood)	2	5%				Involved	1	8%
Subjectivity (subjective)	2	5%				Spontaneous	1	8%
Welfare	2	5%				Idle time	1	8%
Joy (cheerful)	2	5%				TOTAL	12
Satisfaction	2	5%
Internal Contentment	1	2%
Fun	1	2%
Relational	1	2%
Fruition	1	2%
Creative	1	2%
Positive flow of emotions	1	2%
Freedom	1	2%
TOTAL	44

Objectives	Results found
General

Analyse the conceptual understanding about ludicity through the viewpoint of graduate students in education.	The graduate students in education show a good capacity to construct, deconstruct and re-signify their concepts of ludicity with support of the theory studied, with a relevant degree of autonomy, comprehending that ludicity is an inner subjective state of totality. The prevalent synonyms (entireness, pleasure and plenitude) reside in the field of emotion. They comprehend that ludicity is an important component of the teaching and learning process, but it demands a teacher training in the field of sensitive knowledge. They also comprehend the presence of several singularities (differentiated, subjective and personalized perception of the ludic; inherent human condition; transdisciplinarity, among others), advancing cognitively on the thematic beyond conceptualization.

Specific

To raise the concept of ludicity and the semantic field related to the ludicity built by the students.	The most emergent concept of ludicity on students’ posts is one of totality, fulfilment, and inner subjective state, supported by Luckesi (2014) LUCKESI , Cipriano . Ludicidade e formação do educador . Revista Entreideias , Salvador , v. 3 , n. 2 , p. 13 - 23 , jul./dez . 2014 . . In descending order totality, pleasure and plenitude were prevalent synonyms of ludicity in the analysed forum, referring to a semantic framework related to emotion.
To identify the relationships between ludicity and education.	The relationships between ludicity and education that emerged from the lines are about the pedagogical dimension regarding the teaching and learning process. In regard to teaching, the students speak of a ludic teaching practice which requires style and sensitive teacher training, while the relations with learning refer to ludicity like a contribution of the process, without mentioning what that contribution is.
To recognize the singularities of lucidity and potentially ludic activities from the students’ point of view.	The singularities of ludicity that were recognized by the research collaborators were: differentiated, subjective and particular perception of ludicity; age is contextual and cultural; condition of inherence; relational dimension; and ludicity as a reason for itself. Related to the potentially ludic activities, it has been comprehended that they are external manifestations of ludicity, they are not synonymous, and that they mediate the emergence of potential ludicity in individuals. They also mentioned the distinction between types of potentially ludic activities, the sensations provoked by them (for example: freedom) and their informal character. A couple of characteristics of the ludicity, such as: the non-linearity, transdisciplinarity and the evasion of time and space also appeared on a small scale

Faculdade de Educação da Universidade de São Paulo Av. da Universidade, 308 - Biblioteca, 1º andar 05508-040 - São Paulo SP Brasil, Tel./Fax.: (55 11) 30913520 - São Paulo - SP - Brazil
E-mail: revedu@usp.br

Acompanhe os números deste periódico no seu leitor de RSS

[1] Márcia Mineiro is a pedagogue and accountant, and professor at the State University of South-Western Bahia (UESB). She holds a master’s degree in Accounting, and is currently completing a PhD in Education. She is also a researcher of the groups Education, Didactics and Ludicity (GEPEL) at UFBA and Accounting Education in the Contemporaneity (GPEC) at UESB.

Cristina D’Ávila has a degree in Education, Master’s and PhD degree in Education, with postdoctoral degree from Sorbonne University Paris 5 in the area of science of education. She is a professor of Didactics at the School of Education at the Federal University of Bahia (UFBA). She is also the leader of the Education, Didactic and Ludicity Research Group (GEPEL) at UFBA.

Brasil

Brasil

Ludicity: conceptual comprehension of graduate students in education * * Translated by the authors. Revised by Fernanda Mota (General Coordinator of the Language Center of the “Languages without Frontiers Program” at UFBA) and Jeffrey Stewart (English Teaching Assistants of Fullbright).

Abstract

Ludicity: conceptual comprehension of graduate students in education ^* * Translated by the authors. Revised by Fernanda Mota (General Coordinator of the Language Center of the “Languages without Frontiers Program” at UFBA) and Jeffrey Stewart (English Teaching Assistants of Fullbright).