Jogos digitais no ensino de Geografia: o histórico da educação lúdica e os desafios da atualidade.

Abstract

Geography, as a school subject, has for some time been stigmatized as if it were rigidified within a traditional model based on mnemonic practices. Integrating it with a playful didactic approach apprehends a significant activity to break this unwanted stereotype, which corroborates the productions of Almeida (1987), Dias (2013) and Breda (2015). Especially when such practices are correlated to technologies and the digital environment, adding interaction, attractiveness and greater immersion in the learning dynamics. In this sense, the main objective of the present work was to analyze digital geographic games, considering the history of Ludic Education and its current approach to the digital environment. For that, an initial theoretical, conceptual and historical retake of Education was carried out, in order to establish the main profiles of approximation with the ludic universe in favor of the development of Ludic Education. Sequentially, a survey, presentations and reflections were carried out regarding the digital profile of Playful Education, as well as digital pedagogical games in Geography available both on digital game platforms and on websites aimed at offering digital pedagogical games. Through this procedural line, it was possible to notice the difficulty that seizes the search for digital pedagogical games through platforms that are not focused on resources of this specific profile, as well as the predominance of a very similar structure among the resources raised, usually under the game format for computer, with usability for download, mnemonic approach and dynamic based on questions and answers. With the particularity that consistent examples were also raised of very interesting dynamics of digital game models with an applied approach to knowledge and a very particular profile aimed at teaching various contents of the discipline. In addition to the presentation, analysis and categorization of resources, the initiatives for the renewal of this material base represent a phenomenon of such notoriety in the sense of keeping alive and changing the pedagogical practice in Geography that such resources alone greatly enrich geographic teaching, and more even when there is a diversity of profiles within this line of resources.