PROMOTING COMPETENCIES OF THE BRAZILIAN COMMON NATIONAL CURRICULUM WITH CHESS
DOI:
https://doi.org/10.24234/miopap.v11i2.33Keywords:
chess in schools, Brazilian chess, pedagogic tool, cognitive development, comprehensive education, general competencies, critical thinking, problem-solving skills, educational strategies, holistic student developmentAbstract
This article explores the potential of chess as a pedagogical tool to enhance competencies outlined in the Brazilian National Curriculum (BNCC). With an increasing focus on comprehensive education, schools are seeking innovative strategies to promote student development. Drawing on the BNCC's ten general competencies, this study investigates the relationship between chess practice in schools and the cultivation of these competencies. We demonstrate how chess can contribute to students' cognitive, social, and emotional growth through a comprehensive literature and educational theory analysis. From fostering critical thinking and problem-solving skills to promoting empathy and cooperation, chess offers a holistic approach to education. By aligning with the principles of the BNCC, incorporating chess into school curricula can enrich the learning experience and prepare students for active citizenship in a complex world. This study underscores the importance of integrating playful and engaging activities like chess into educational practices to support students' holistic development.
References
Brazil. (2018). Base Nacional Comum Curricular. Ministério da Educação. Retrieved May 26, 2024, from http://basenacionalcomum.mec.gov.br/images/BNCC_EI_EF_110518_versaofinal_site.pdf
Grillo, M. (2012). O xadrez pedagógico na perspectiva da resolução de problemas em matemática no ensino fundamental (Master’s thesis, São Francisco University). Retrieved May 26, 2024, from https://www.usf.edu.br/galeria/getImage/385/423581453701372.pdf
Kishimoto, T. M. (2002). Jogo, brinquedo, brincadeira e a educação. São Paulo, Brazil: Cortez Editora.
Mendes, A. (2022). Benefits of chess practice for cognitive development: A review. Journal of Educational Psychology, 20(2), 1–15.
Oliveira, C. A. (2007). O xadrez como ferramenta pedagógica complementar no ensino da matemática. In IX Encontro Nacional de Educação Matemática. Belo Horizonte, Brazil. Retrieved May 26, 2024, from https://pt.slideshare.net/adrpac/o-xadrez-como-ferramenta-pedaggica-complementar-na-educaomatemtica
Oliveira, M. A., Chaida, G., & Pinto, F. P. (2017). A importância do xadrez no ambiente escolar. Anais da Jornada Científica dos Campos Gerais, 15.
Silva, W. da. (2014). Xadrez para todos: A ginástica da mente – Metodologia para o ensino do jogo de xadrez nas escolas. Curitiba, Brazil: UFPR.
Silva, J. P., & Romão, L. (2018). Xadrez escolar: Prática pedagógica e inclusão social. Educação Unisinos, 22(1), 68–79.
Silva, G. E. B. da. (2021). O jogo de xadrez: Possibilidades pedagógicas para práticas interdisciplinares. Atena. DOI: https://doi.org/10.22533/at.ed.042211612
Tasca, J. B., & da Silva, A. C. G. (2022). Fundamentos da BNCC para políticas públicas de aplicação do xadrez na educação infantil. Revista Mundi Engenharia, Tecnologia e Gestão, 7(2).
Tirado, A. C. S. B., & Brusamolin, V. (2018). Influência da evolução tecnológica no desenvolvimento técnico do jogo de xadrez. Revista Mundi Engenharia, Tecnologia e Gestão, 3(1). DOI: https://doi.org/10.21575/25254782rmetg2018vol3n1520
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Valerio Brusamolin, Rejane Stival Pedroni
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.