Jogos digitais como suporte para o ensino e aprendizagem em história
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Data
2017-12-15
Autores
Silva, Fabricio
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Universidade Estadual Paulista (Unesp)
Resumo
Como objetivo geral intentou-se utilizar jogos digitais como suporte no processo de ensino e aprendizagem em História. Para tanto, os objetivos específicos seguiram duas linhas de trabalho, uma teórica que buscou entender o processo histórico do ensino de História até o panorama atual e a relação dos discentes com as tecnologias digitais e analisar as discussões sobre o uso dos jogos digitais e sua relação com a ludicidade na prática educativa. E uma linha empírica intentou contextualizar conceitos relacionados ao ensino de História e humanidades, além de observar o contato dos estudantes com um jogo digital na prática em sala de aula e o ensino e aprendizagem decorrentes desse processo. Mediante a isso, realizou-se uma sequência didática em uma perspectiva de pesquisa participativa. Para tanto, foram realizadas atividades em sala de aula que nortearam as explanações sobre os conceitos trabalhados, por fim colocando os alunos em contato direto com um jogo digital facilitando assim a observação do processo de aprendizagem resultante das aulas ministradas.
This paper aimed the usage of digital games as a support in the process of teaching and learning History. For this purpose, the specific objectives followed two work lines: the theoretical and the empirical. The theoretical sought to understand the historical process of teaching History up to the present and the relation of students with digital technologies, as well as to analyze the discussions about the usage of digital games and its relation to the ludic in pedagogical practices. The empirical work line aimed the contextualization of concepts that are connected to the teaching of History and related subjects. Moreover, it observed the relation between the students and a digital game in classroom practice and the teaching/ learning resulting from this process. Therefore, a didactic sequence was designed in the light of a participatory research. Classroom activities were performed, which guided the explanations about the concepts studied and put students in touch with a digital game, promoting the observation of the learning process.
This paper aimed the usage of digital games as a support in the process of teaching and learning History. For this purpose, the specific objectives followed two work lines: the theoretical and the empirical. The theoretical sought to understand the historical process of teaching History up to the present and the relation of students with digital technologies, as well as to analyze the discussions about the usage of digital games and its relation to the ludic in pedagogical practices. The empirical work line aimed the contextualization of concepts that are connected to the teaching of History and related subjects. Moreover, it observed the relation between the students and a digital game in classroom practice and the teaching/ learning resulting from this process. Therefore, a didactic sequence was designed in the light of a participatory research. Classroom activities were performed, which guided the explanations about the concepts studied and put students in touch with a digital game, promoting the observation of the learning process.
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Palavras-chave
Jogos digitais, Ensino e aprendizagem, História, Ludicidade, Tecnologias digitais, Digital games, Teaching and learning, History, Playfulness