O ensino do xadrez através da sala de aula invertida: uma pesquisa-intervenção

Abstract

Teaching methodologies play a fundamental role in the teaching-learning processes in schools, and their constant study is of paramount importance for the improvement of quality indicators. Thus, understanding which methodologies are being used and have obtained better results is a requirement for teachers who seek to improve their practice. In this perspective, this study sought to study and develop a model of active methodology that addresses these needs. The methodology chosen was the inverted classroom. The present study was carried out in a municipal school in Uruguaiana, located in the state of Rio Grande do Sul. Two studies were carried out during the course, the first a systematic literaturereview, with the aim of updating the researcher regarding the methodology, and in a second moment, an intervention research was developed in the school, trying to apply the knowledge acquired in the first study. The first manuscript investigated the incidence of the methodology in the CAPES Journals database, through the use of keywords. As a result, we found that SAI is a recent methodology, most studies were published in 2018, most studies are developed in the South and Southeast regions, largely in higher education, there is no discipline where it is more developed , there are numerous digital resources used as well as their development parallel to other methodologies. The second manuscript was to carry out an intervention research at the school. The activities had to be adapted to the pandemic moment the world was experiencing, which led to the closing of schools. A chess course was held using digital platforms (WhatsApp, Google Meet and specialized sites). From this, it was verified the little participation by the students, showing that the methodology requires a technological structure for its realization. Finally, we conclude that the research was important to bring the theoretical part of the methodology closer to its practice within the school context, thus promoting mechanisms for the insertion of new methodologies in the teaching-learning processes.