O trabalho com jogos digitais no ensino de matemática no ensino fundamental-anos finais: perspectivas dos professores da rede municipal de São Raimundo Nonato

Abstract

The teaching of Mathematics in the final years of Elementary School faces challenges related to students' disinterest. In this context, digital games emerge as a promising pedagogical strategy to promote playfulness and knowledge construction. This article aims to analyze the perspectives of Mathematics teachers in the municipal school system of São Raimundo Nonato regarding the use of digital games in the teaching learning process. The methodology was characterized as bibliographic and field research, using a semi-structured questionnaire applied to four teachers from public schools as a data collection instrument. The results indicate that the teachers have a positive view on the subject, unanimously confirming the importance of games for student engagement. However, pedagogical practice is hampered by structural barriers, such as the precariousness of school infrastructure, lack of internet access, and deficiencies in specific continuing education in educational technologies. It is concluded that, despite the teachers' enthusiasm, the effective implementation of digital games depends on institutional investments in resources and training.