Complaints involving learning difficulties are common in Brazilian school contexts, as the numerous referrals made by teachers are. In many situations, schools are ineffective in building intervention strategies within these frameworks, whether in the context of tutoring classes or not. This situation worsened after a period of remote classes in which many children had little or no access to education. The central objective of this investigation was to analyze the effects of pedagogical interventions, developed through rule games, guided according to the equilibration theory. 25 students participated, aged between 8 and 11 years old, with complaints of difficulties, enrolled in a public school that serves a highly vulnerable population, located in the interior of the state of São Paulo. As pre- and post-tests, the students were subjected to two operational tests that identified the action of reflective abstraction, a central mechanism in the equilibration process. For the interventions, organized in small groups and in the school context, five games were used: Jogo do Buraco, Memobox, Jogo do Espelho, Velha 3D, Blink. Each participant experienced, on average, 20 sessions of approximately 50 minutes each. The post-test results point to advances in the performance of reflective abstraction, at the same time as they indicate the need for changes in the form of intervention carried out with children with difficulties, commonly characterized by repetition of practices developed in regular classes. The game proved to be a useful instrument due to the requests it generates such as decentering, construction of arguments, actions on objects.

Authors:
Eliane Saravali, Universidade Estadual Paulista "Júlio De Mesquita Filho", Brazil
Érica Gonçalves, Universidade Estadual Paulista "Júlio de Mesquita Filho", Brazil

About the Presenter(s)
Eliane Giachetto Saravali is a professor at the Universidade Estadual Paulista Unesp .
His research area is Piagetian Theory, learning difficulties and social knowledge.

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