Formative contributions in the development of gameboard by Pedagogy Students

Abstract

The training of pedagogues has to take into account the various educational modalities. However, there is a concept of prioritizing formal education in Pedagogy courses. In view of this, this research project presents preliminary data from a study that aims to analyze how the development and application of gameboards in non-formal education spaces can contribute to the training of Pedagogy students. As the field of non-formal education differs from the educational practices that take place in formal education, it is important to understand how pedagogical practices take place in non-formal spaces. It is important to learn how to develop activities and artifacts, such as games, since they stimulate and promote learning in different ways. This is a qualitative study based on a case study approach about Pedagogy students who built gameboards for non-formal education spaces. The research was carried out in a 4th period Pedagogy class at Ufal's Education Center. Thus, the development of this project demonstrates how preliminary data on the identity constitution of the pedagogue in a full and effective way is related to their training process throughout graduation and that the experience of building a gameboard can be enriching for the pedagogue's training.