A ludicidade no ensino de Geografia: análise da contribuição dos jogos didáticos para o engajamento e o desempenho cognitivo de alunos do 6º e 7º anos

Abstract

This Final Paper (TCC) aimed to analyze the contribution of educational games as a teaching-learning tool in the cognitive and social development of 6th and 7th grade students in the subject of Geography. The study was motivated by the need to implement active methodologies (in this case, games) that promote engagement in the critical reading of space. The methodology used was [Qualitative/Quantitative] field research, with the practical application of games about the Geography of Northeast Brazil and the Solar System, followed by data collection through questionnaires with 30 students from each class. The results demonstrated the high effectiveness of the playful approach in both proposed dimensions. In the cognitive dimension, students achieved an average score of 80% on objective content questions. In the perception dimension, 100% of the students confirmed that the games facilitated learning by making it "more fun and easier," while 97% confirmed the facilitation of group work and social interaction. It can be concluded that the use of educational games transcends simple recreation, constituting a fundamental pedagogical strategy to rekindle interest, promote collaboration, and consolidate geographical knowledge in a meaningful way