Resumo

FITTIPALDI, Claudia Bertoni. Jogo e mediação social: um estudo sobre o desenvolvimento e a aprendizagem de alunos do ensino fundamental. Est. Aval. Educ. [online]. 2009, vol.20, n.42, pp.125-150. ISSN 0103-6831.

This article presents the results of a study based on Vygotsky's Historic-Cultural approach. Its main objective was to investigate whether children acquire new knowledge, develop new abilities and use new strategies when they play a game with the support of social mediation. Four case studies were carried out with 3^rd grade 9-year-old boys, of a public school. The data was collected by means of an instrument used by Ribeiro (2001) - the Good Question Game -, which was adapted according to the study's goals. First the students were introduced to the material, learned the rules of the game and classified the pictures according to the knowledge, abilities and strategies they already had. At that stage mediation was vague and unfocused. Later, more incisive and direct interventions took place so as to enhance the learning strategies needed to play-well. Finally, the extension of acquired learning was assessed. The results showed that when one plays with the support of a mediation that takes into account the students' actual levels of development, there are gains in the development that intensify learning possibilities.

Palavras-chave : Learning; Child Development; Games; Teaching-Learning Process.

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