Jogo educativo como tecnologia educativa para o processo de ensino - aprendizagem: discurso dos docentes em enfermagem.

Abstract

It is observed in Institutions of Higher Education (IHE) predominance of the traditional model of education, focusing on the transmission of information in a vertical and unidirectional way, thus limiting the development of skills and critical thinking of students, a situation that favors distancing with the reality that involves their profession. It is necessary, therefore, an assertive, dynamic, challenging and quality educational approach with problematizing perspectives, aiming the development of skills to obtain and use new knowledge aligned with the reality in which they are inserted. The Educational Technologies (ET) are of paramount importance in this process, since they are tools that facilitate learning, leading the student to the development of critical thinking and consequently to encourage the formation of professional citizen, since it allows the reduction between the theoretical field and the social reality. The study aimed to analyze the discourse of teachers in nursing about educational game as an educational technology for the teaching-learning process. This is a descriptive field study with a qualitative approach, which was carried out with twelve professors of the Nursing course of the Federal University of Campina Grande, campus of Cajazeiras-PB. A semistructured interview was used for data collection, which occurred between April and May 2018, after approval by the Ethics and Research Committee. For the data analysis we chose the Discourse of the Collective Subject (DCS). It was evidenced that although the teachers have knowledge about the EG, there are still weaknesses in their use, there are still weaknesses in their use, due to lack of personal motivation of the teacher and acceptance of students in innovating in the pedagogical process and by weaknesses in the formative process of teachers. It was also verified that the JE have an essential role in the teaching and learning process, allowing the student a reflective and supportive look at their learning potential, thus consolidating the learning process. Finally, the evidence cited can be useful to the discussions on the subject, as well as the development of future research that addresses the EG in other IHE, in other courses and even researches that enable interventions with the proposal to implement the use of these technologies in a major way in IEH and as a method proposed in the Pedagogical Projects of the courses.