BANFISA e (IN)DICA-SUS na graduação em saúde: o lúdico e a construção de aprendizados

Abstract

Learning constructed by the students goes beyond the content of the subject; involve the active participation in group and creativity.

Development and validation of an instrument for evaluating the ludicity of games in health education

“…The profile of subjects, mostly young undergraduates of health care courses, contributed to contextualize the restlessness of a playful learning environment (13)(14) . The high estimate of intra-judge agreement measured by the kappa coefficient is based on previous research that confirmed the variables used in this study (14,21) . The low agreement of the judges in the subcategory of self-assessment is consistent with the literature, since this feature is not inherent in the ludic/playfulness component.…”

“…Moreover, the perspective of playfulness sought in this study focused on the disruptive and insubordinate character of the game -a trait necessary to train subjects of knowledge. So, the more players reinvent rules while immersed in ludic activities, the greater the chance of imaginative, restless and creative character being revealed -and these are the attributes of the ludic activity that are intended to be measured, aimed at the formation of autonomous individuals (9)(10)(11)(12)(13)(14)(15)(16)21,(25)(26) . The item I learn better when I express my creativity, although it had a successful consensus rating among the judges (CVIA/relevance 0.90 and CVIA/clarity 1.0), was excluded for having a low frequency of responses among the subjects who answered the open questionnaire.…”

“…The subjects were all 50 students enrolled in the Public Health Policy Management course in (Gestão de Políticas Públi-cas de Saúde -GPS), offered in two consecutive semesters by the Nursing Department of UNB, who agreed to participate in a game of "Banfisa" (Banco Fim-Saúde), which involves the construction and financing of SUS healthcare networks (21) . These students were chosen due to the adequacy of the educational context of the course which discusses SUS management and financing, thereby being in consensus with the themes of the Banfisa game.…”

The game as strategy for approach to sexuality with adolescents: theoretical-methodological reflections

“…The scope of action conceived in the game is essential and explains, partially, the pleasure that it evokes (9) . This concept of game is also operated in other experiences that use such strategies in education (6)(7)16) .…”

“…In order to face this reality, it is indispensable to seek pedagogic strategies that do not consider only the cognitive dimension of learning, but that stimulate the critical-reflexive and favor the interaction and the production of ways of subjectification (5) . In this perspective, the pedagogic strategy in game format manifests alternative with potential to establish a problem-based perspective, able to mobilize the players in their desires and experiences and favor the invention (6)(7)(8) , used here for the approach to the sexuality with adolescents.…”