O uso de jogos didático-pedagógicos no ensino de Geografia: um olhar para as escolas públicas de Conceição do Araguaia (PA)

Abstract

Methodological practices are challenging and constant in the daily lives of students and teachers in basic education. Geography as a school subject enables various forms of teaching through the approximation with the students' lived space. Among the various methodologies, didactic-pedagogical games can be an important way to enhance teaching in schools, their didactic, exploratory and interactionist character can provide more pleasurable and productive classes. This article aims to discuss didactic-pedagogical games as a didactic instrument of effective action in the learning of students, especially those who are located in contexts of socio-educational inequality in the municipality of Conceição do Araguaia (PA), including their impacts on the learning of young people in three public schools in the municipality. In addition, we will also analyze the socio-educational inequalities of the Pará State and the municipality of Conceição do Araguaia and, finally, we intend to reflect on how didactic- pedagogical games can constitute as a methodological potential for high school during geography classes from the development of two authorial ideas of geography teaching. Believing that didactic-pedagogical games have interaction as their main characteristic, we approach socioconstructivist theoretical-methodological bases. Given the complexity, it was possible to approach the phenomenon through literature review, participant observation, field diary and numerical data collection of educational and social indicators. Didactic-pedagogical games enable a more dynamic and engaging teaching, being a powerful instrument in the classroom in mediating the teaching-learning process between students and teachers.