Jogos digitais no ensino de história: uma análise do jogo tríade - igualdade, liberdade e fraternidade

Abstract

The digital games, especially educational games, are signaled as a viable tool for the use in the school environment, since it inserts the students in a playful moment of learning, allowing the development of diverse abilities. However, there are times when it is not possible for the teacher to obtain games that fit the school's purpose, both with regard to the public and the available resources, making the use of these resources impossible in the school context. Based on this context, we aim to analyze the contributions of the game Triad - Equality, Freedom and Fraternity for the teaching of History. The research approach is qualitative, exploratory and explanatory in nature. The research took place in a participatory manner, both by the researcher and by the participants in the research, which provided a broader understanding not only of the use of digital games in teaching, but also the limitations and obstacles to use. The research started with an analysis about what is considered a game and what the contributions of this tool to the teaching process. For this, we rely on Arruda (2011), Petry (2016) and Alves (2015) whose readings we perceive the game Triad: Equality, Freedom and Fraternity within the standards reported by the authors. After the analysis phase and the choice of the game, we started the review of available documents made by its creators to understand the development of the historical fact used as a scenario for the game's plot and then to carry out its application and the effects of the use of this tool in terms of learning. The results, cooperate for future research, both with regard to theoretical and practical, in the definition of digital educational games and their contributions to the teaching-learning process. We consider that the game used in this research is a viable possibility to be used in the school environment, since it was developed for educational purposes and whose scenario is composed of historical event, in which the student can immerse in playing it. This research aimed to provide teachers and students with the possibility to learn playing / playing, to collaborate effectively in the results of the students / players, resulting in a meaningful learning, to reinforce the concepts already covered in the expositive classes, as well as to stimulate the student / player to seek new knowledge about the topic addressed in the game, knowledge that may be availed by those in situations outside the game