EISSN 1676-5133
THE
GAME: STRATEGY TO HUMANIZE THE
TECHNOLOGY
Fabián Mariotti1 [email protected]
doi:10.3900/fpj.7.4.278.e
Mariotti F. The game: strategy to humanize the technology. Fit Perf J. 2008 Jul-Aug;7(4):278-80.
ABSTRACT
This proposal comprises the possibility to develop psychomotor, affective, creative and recreational potentialities of
the man, with purposes strange to queries of pragmatic natural disposition of the daily life. Through the game and its
benefit as mean to complement the new technologies, leaning on the conviction that game and technology can become complete in the ludic expression, favoring the apprenticeships and, above all, harmonizing the human relations.
The survey method was used, accomplished by the implementation inside of the qualitative paradigm of the descriptive
investigation. The techniques and the accomplished means were: researches; interviews; analysis of antecedents of
professional formation; besides a labor of data collection in courses supplied by the author. The game: strategy to
humanize the technology, holds a different glance front to the intelligent usage of products of the modern technology,
so that these fantastic advances do not place in a second plan the quantity and the quality of the human relations. The
technology, as other didactic views, grants access possibilities to the knowledge, in this case the ludic activity as a mean
that enriches and humanizes.
KEYWORDS
Learning, Child Rearing, Technology.
1
Universidad Iberoamericana León - Guanajuato - Mexico
Copyright© 2008 por Colégio Brasileiro de Atividade Física, Saúde e Esporte
Fit Perf J | Rio de Janeiro | 7 | 4 | 278-280 | Jul/Aug 2008
278
Fit Perf J. 2008 Jul-Aug;7(4):278-280.
STR ATEGY
O
TO HUMANIZE THE TECHNOLOGY
JOGO: ESTRATÉGIA PARA HUMANIZAR A TECNOLOGIA
RESUMO
Esta proposta abrange a possibilidade de desenvolver as potencialidades psicomotoras, afetivas, criativas e recreativas do homem, com finalidades
alheias a questões de índole pragmática da vida cotidiana. Através do jogo e seu benefício como meio para complementar as novas tecnologias,
apoiando-se na convicção de que jogo e tecnologia possam se integrar na expressão lúdica, favorecendo as aprendizagens e, sobretudo, harmonizando as relações humanas. O método utilizado é o de sondagem, realizado pela implementação dentro do paradigma qualitativo da investigação
descritiva. As técnicas e os meios realizados foram: pesquisas; entrevistas; análise de antecedentes de formação profissional; além de um trabalho
de coletânea de dados em cursos ministrados pelo autor. O jogo: estratégia para humanizar a tecnologia, comporta um olhar diferente frente ao
uso inteligente de produtos da tecnologia moderna, de maneira que estes fantásticos avanços não situem em um segundo plano a quantidade e a
qualidade das relações humanas. A tecnologia, como outra visão didática, dá possibilidades de acesso ao conhecimento, neste caso a atividade
lúdica como um meio que enriquece e humaniza.
PALAVRAS-CHAVE
Aprendizagem, Educação Infantil, Tecnologia.
EL
JUEGO: ESTRATEGIA PARA HUMANIZAR LA TECNOLOGÍA
RESUMEN
Esta propuesta abarca la posibilidad de desarrollar las potencialidades psico-motoras, afectivas, creativas y recreativas del hombre, con finalidades
ajenas a cuestiones de índole pragmática de la vida cotidiana. A través del juego y su beneficio como medio para complementar las nuevas tecnologías, apoyándose en la convicción de que juego y tecnología pueden integrarse en la expresión lúdica, favoreciendo los aprendizajes y sobre
todo, las relaciones humanas en armonía. El método utilizado es de sondeo realizado por la implementación dentro del paradigma cualitativo de la
investigación descriptiva. Las técnicas y los medios realizados fueron encuestas, entrevistas y análisis de antecedentes de formación profesional. Y un
trabajo de recopilación de datos en cursos que dictó el autor. El juego: estrategia para humanizar la tecnología, conlleva una mirada diferente frente
al uso inteligente de productos de la tecnología moderna, de manera que estos fantásticos avances no ubiquen en un segundo plano la cantidad y
calidad de las relaciones humanas. La tecnología como otra mirada didáctica da posibilidades de acceso al conocimiento, en este caso la actividad
lúdica como un medio que enriquece y humaniza.
PALABRAS CLAVE
Aprendizaje, Crianza del Niño, Tecnologia.
The game: strategy to humanize the
technology
The project of “The game as strategy to humanize the
technology” holds a different glance front to the intelligent
usage of products of the modern technology, so that these
fantastic advances do not place in a second plan the
quantity and the quality of the human relations.
The technology, as other didactic views, grants access
possibilities to the knowledge, in this case the ludic activity
as a mean that enriches and humanizes.
The inter-personal communication, the dialog, the
based confrontation of ideas, the encounter colored of
affective, the capacity to solidary cooperate and the use
of the empathy can add the ideal balance for a more rich,
free and full life. In the another hand, by the game, it is
possible to infer from the creative corporal background,
concepts as force, inertia, movement, balance, speed,
coordination, alternation, rhythm, coupling, etc. that are
Fit Perf J. 2008 Jul-Aug;7(4):278-80.
added to ethical aspects where they recover values and
aesthetic facets linked with the ingeniousness, the fantasy
and the inventiveness, as, besides, some games tend to
tune the observation, to motivate the search and to develop
the sense of humor.
The most used games as pedagogic strategy, in the
majority, are based in the word (oral and writing) and in
the image, which display a marked adhesion to that, for
the teacher, it is daily material of labor and, for the student,
they result highly valued and exercised perceptions (viewear), that define our audiovisual culture.
The options of corporal movement are the fewer used.
Everything that is related with this theme are consider
private to the teacher of Physical education, or teacher
of initial level, being marked a chasm that seems to drag
still, in the XXI century, the old mind-body duality.
Another cause of the little adhesion to games with
movements and displacements: the fear of disorder. This
279
M ARIOTTI
apprehension is born, sometimes, from the own teacher
and another from directives of superiors that consider the
game as a “waste of time.”
The subsequent integration to the ludic proposal of
the group of pairs for the court work grants a positive
balance in 100%. The game is integrator element: in
that sense, the relationship between game and school
performance results, according to the expectations, in
quality of mobilizing element, especially for the group
work.
The development of the students’ creative capacities is
not sufficiently motivated. In many cases, if they grant them
models or “protocols” to work, without opening road to
the originality and the inventiveness, as underestimating
the abundant potential of the divergent thought.
Some educational find inconveniences in the use of
game, for the following causes:
• limited time;
• inadequate spaces;
• lack of materials and impossibility to getting them;
• groups with conduct problems;
• lack of specific improvement in a focus that sees the
game as something more than simple recreation;
• complain of the parents’ that think that the game is
waste of time;
• inner disposition questions (silence need);
• conduction that do not visualize the utility of the ludic
activities.
Are very little the training or improvement options
regarding ludic proposal in the school, except those that
are considered indispensable in the initial level, for adaptation, sensitization or early stimulation. The game lasts
in the first years of the elementary school, but practically
disappears later, except for creative options linked with
280
plastic education and, in case of existing as extracurricular
option (scenic art, dances or craft).
The original offer of games in the school and its
election, new-creation or adaptation starting from other
games. Let us remind that the game submerged in the
education system is fundamentally a communication act
and, as such, should have special characteristic: to possess
dynamism; to answer to purposes; to be adapted to the
participants; if it enables on time; to provoke responses;
and complementary the technology. Without everything
that was said opaque the main objective: the happiness
of playing in freedom and of sharing thankful and constructive backgrounds.
The game, as didactic strategy inside of the mark of
the education in the process of teaching and of learning,
also requests sense the opportunity, opening to creative
and interactive possibilities - not violent - and insert in
custom and usage of the own context (or to discover the
diversity when changing over to other times and spaces).
The enrichment through the game must happen in a natural and non- forced way, as well as it is almost learned
without warning when observing the nature or the intelligent perception of daily situations and the critical glance
to the contents of the means of communication mass.
Now, the game, except in classes of Physical Education,
appears as frequent practice in the initial level and one to
three grades, and decreases starting from four in gradual
form. In the adults, it is smaller the usage of the “game”
resource as pedagogic tool.
It is necessary to approximate the ludic to the teacher, to turn more productive the task of building with
the students new knowledge and better attitudes for the
relationship life.
Submitted: 03/19/2008 - Accepted: 06/02/2008
Fit Perf J. 2008 Jul-Aug;7(4):278-80.