Brincar e aprender: a utilização dos jogos como ferramenta didática nas aulas de história.

Abstract

This dissertation focuses its research object on playing and learning through games in history teaching. Articulating proposals for learning history that seek to democratically express historical knowledge enables students to build their own reflections on society, its culture, and its experiences, thus interpreting historical narratives combined with common sense. It is known that the classroom is not the only place where one learns about history. It is through education and studying history that human beings connect with their historical being. Thus, this dissertation aims to present a playful proposal, which, mediated by the teacher in an articulation that involves the students' prior knowledge, is characterized by involving playfulness in classes. The research focuses on the field of game studies, with theoretical connections based on the understanding of Huizinga (2019) and of games and play with Kishimoto (2011). Regarding the teaching of history, we appropriate theorists such as Bittencourt (2012) and Rüsen (2010). Regarding the history of education, we have as our contribution Freire (2016; 2023) and Zabala (1998). In the field of studies regarding the civil-military dictatorship, we have Fico (2014). For this pedagogical proposal that involves participatory didactics, we propose the presentation of the game Photography versus Description, a didactic and pedagogical material in the format of cards, of our own authorship, created to generate reflection and dialogue about the period of the Civil-Military Dictatorship in Brazil (1964-1985). The methodology of the work is based on an intervention carried out in two 9th grade classes of the Nossa Senhora do Rosário State Elementary School II, located in the Prata neighborhood in Campina Grande/PB. It is worth noting that, in addition to history being a school subject, it is also a means of problematizing, explaining and questioning the relationship with our environment through subjects and experiences lived by man over time. The idea of playing and “playing” aims to provide a practical way of learning History, thus completing the teacher’s cycle when concluding a theme of his/her class, while establishing a connection between teaching and learning, promoting the construction of a new didactic method based on games.