O uso do lúdico no processo de ensino e aprendizagem em Geografia: potencialidade do jogo como recurso didático

Abstract

The game, recreational material, is shown as a didactic resource that can contribute to the teaching-learning process, since it is an instrument that allows teachers and students to interact more with each other and with the content, allowing the proposed objective to be achieved. by the teacher is achieved and that there is progress in the development of new knowledge. In this perspective, the teacher must choose or prepare a material that meets their needs, in order to contribute to their pedagogical practices, because in addition to adequate planning, the teacher must assess whether there has been significant learning and progress in the student's knowledge about the subject. content covered by the game and should not just employ the game for the game's sake. Based on this, this work aims to discuss the types of games used by Geography teachers in the teaching-learning process. research, and then, in a second moment, bring the discussion, based on the theoretical contributions, about the use of games in teaching and, more specifically, in the teaching of Geography. The methodology used consisted of bibliographic and field research, based on data and works related to the theme, printed or online, scientific articles and theses, with an exploratory character with emphasis on bibliographic elements.. It is concluded that the ludic activity and the game intervene in a positive way in the learning in the classroom. In the educational process, the essential thing is to take advantage of everything that the student has of knowledge in his cognitive field and use it as a guide for the development of learning