Jogo didático como recurso didático no ensino de geomorfologia na educação básica

Abstract

The teaching of Geomorphology in basic education is an area of growing interest and relevance in School Geography. Understanding the processes that shape the Earth's surface is not only essential in formal education, but also for a comprehensive understanding of the world we live in. In this context, the use of dynamic teaching strategies, such as educational games, proves to be an important approach to make the teaching of Geomorphology easier, more engaging and effective. This study analyzes the importance of games as a didactic resource for the teaching of Geomorphology in Basic Education. The objectives of this work were to historicize the teaching of Geography and Geomorphology in Basic Education; to understand the role of games as a didactic resource for learning; to identify Geomorphology content in the textbooks of the National Program of Geography Textbooks for High School; and to develop a didactic game to be used in the teaching of Geomorphology in High School. To achieve these objectives, it was decided to develop the research in three distinct stages. A bibliographical survey was conducted on topics related to the teaching of Geography, Geomorphology, active methodologies, educational games, the importance of games as a teaching resource for teaching Geomorphology in High School, and the development of educational games. Subsequently, a set of high school textbooks adopted by a public school in the city of São Luís-MA was analyzed. In the third and final stage, an educational game related to knowledge of Geomorphology was developed and applied to be used as a teaching resource in High School. In addition, questionnaires were applied to students and the teacher in charge, with the aim of evaluating the effectiveness of the proposal. From the bibliographical review, the relevance of the use of active methodologies in teaching Geomorphology was identified, as well as the effectiveness of educational games as pedagogical resources to stimulate and consolidate learning, fully developing the potential and abilities of students. It was found that the inclusion of active methodologies and educational games should be considered as complementary pedagogical strategies, capable of enriching the teaching-learning process. Regarding the analysis of the textbooks, it was identified that many Geomorphology contents considered fundamental for high school are absent in the materials evaluated; it was also identified that the geomorphological knowledge present in the educational material is concentrated in the 2nd year of high school. Regarding the application of the game, it was possible to verify the effectiveness of the promise of active methodologies in the construction of geomorphological knowledge in the classroom