Rules game in the fundamental education: building interventions for children with learning disabilities

• Grant number: 22/05842-9
• Support Opportunities: Regular Research Grants
• Duration: February 01, 2023 - January 31, 2025
• Field of knowledge: Humanities - Education - Educational Teaching and Learning
• Convênio/Acordo: Secretaria de Educação do Estado de São Paulo
• Principal Investigator: Eliane Giachetto Saravali
• Grantee: Eliane Giachetto Saravali
• Host Institution: Faculdade de Filosofia e Ciências (FFC). Universidade Estadual Paulista (UNESP). Campus de Marília. Marília , SP, Brazil
• Associated researchers: Érica de Cássia Gonçalves ; Lia Leme Zaia ; Nadia Aparecida Bossa

Abstract

Considering the large number of children with complaints related to learning disabilities, as well as the need for school institutions to create ways to intervene in these situations that are consistent with the development and needs of students, this project was outlined. It is based on the Piagetian theoretical framework, specifically on the action of reflexive abstraction, a central mechanism of cognitive development. It considers the rules game as a useful tool to work with children with learning difficulties, through the construction of pedagogical interventions based on the development and performance of reflexive abstraction. The research will be developed in a state elementary school, through the execution of two stages. In the first stage, with a pre-experimental design, 40 students with ages between 7 and 10 years old, referred by their teachers, will participate. The pre and post-test instruments will be: the last assessment of Portuguese language and mathematics performed by the child, two tests to evaluate the reflexive abstraction performance (operative test of the relations between surfaces and perimeters of rectangles and operative test of reflexive abstraction: abstractions, differentiations and integrations in the use of elementary arithmetic operations) and the referral/assessment of teachers. As treatment, interventions will be organized with specific rule games (Old Lady 3D Game, Memobox Game, Mirror Game, Hole Game, Flexibility Mind Game), in the classroom, according to the complaints presented by the teachers and the children's needs. Based on these results, the second stage will be developed with the team of teachers, who will receive continued training to work with rules games with children with learning difficulties complaints. The teachers will receive guidance and assistance to modify their practices based on the content covered in the course. This research intends to contribute to two of the axes of this call: teaching and learning processes in public basic education and teacher training and professional development. (AU)