14 - JOGANDO PARA APRENDER: DESENVOLVIMENTO COGNITIVO E SOCIOEMOCIONAL POR MEIO DE JOGOS DE TABULEIRO E COOPERATIVOS

Doi: 10.47094/978-65-284-0526-8/14

PALAVRAS CHAVE: Jogos de tabuleiro; Desenvolvimento cognitivo; Socioemocional; Educação inclusiva; Ludicidade.

KEYWORDS: Board games; Cognitive development; Socio-emotional; Inclusive education; Play-based learning.

ABSTRACT:
This research proposes the use of board games and cooperative games as pedagogical tools to foster the cognitive, social, and emotional development of students in grades 1 through 9 of elementary and middle school. The project is carried out through weekly 50- to 60-minute sessions organized by age group, comprising stages such as game introduction, group formation, gameplay, pedagogical mediation, and a final discussion. The games employed include checkers, chess, dominoes, memory games, Uno, *Banco Imobiliário* (adapted versions of Monopoly), as well as cooperative and educational games. Implementing these practices contributes to a more inclusive and effective educational approach that respects students' individual paces and specific needs, including those of students with ADHD and learning disorders. Anticipated outcomes include improved cognitive performance, increased concentration and discipline, strengthened interpersonal relationships, the development of socio-emotional skills, and the creation of a more collaborative and inclusive school environment—all while highlighting the importance of continuous monitoring and the active participation of the educational staff and families.

Autores

• Everton Pontes Freitas

• Giselle Silva Alves

• Lucas Vinícius Fernandes de Melo