O jogo de tabuleiro no contexto da educação libertadora e do ensino por competência.

Abstract

The present work aims to describe the experience of implementing the board game in two curricular syntax components, in the Letters. Theoretically based on the Dialogic Action Theory (FREIRE, 1992; 1996) and the proposal for teaching by competence (ALLAL, 2004), we present the active methodologies (FILATRO, CAVALCANTI, 2018) and, specifically, the board game as an alternative development of cognitive and socioemotional skills and abilities, in the context of a sequence of activities. Guided by an educational philosophy that aims to be liberating, the results of the experience point to the possibility of systematizing the learning objects of the cognitive domain; the dialectical construction „theory-practice‟ and „teacher-student in the context of the sequence of activities; the exploratory potential of cognitive and socioemotional skills and abilities; favoring student autonomy.