Jogos educacionais para as disciplinas de história e geografia para anos iniciais do ensino fundamental

Abstract

The purpose of this research is to analyze the contributions of the use of manipulable games involving History and Geography contents to the teaching and learning process in the Early Years of Elementary School. To this end, we sought to answer the following question: “why are manipulable games little used by teachers in the teaching and learning process of the Early Years of Elementary School?". Thus, a literature review was carried out involving teacher education and games in the teaching and learning process. The methodology used was qualitative and for the treatment and analysis of the data, we opted for the analytical qualitative analysis. The data collection instrument was a questionnaire developed in Google Forms, whose application was carried out after the Workshop of continuing education of teachers using the kit with four games that make up the Educational Product: Geographical Puzzle, Memory Games and History and Geography Cards and Geographical Dominoes. These games aim to help the teachers of History and Geography of the fourth and fifth years of elementary school. The research detected, in the reality of the teachers participating in the research, a lack of manipulable games for these disciplines, as well as a scarce continuing education of teachers with regard to the use of methodology that the teaching and learning process is centered on the construction of knowledge by students. The teachers pointed out in their speeches that there were significant contributions to their practice in the classroom involving the how, why and what to use diversified teaching methodologies that allow children in this phase of learning to appropriate more complex knowledge of History and Geography.