Mestrado em Ensino na Educação Básica

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http://repositorio.ufes.br/handle/10/17609

Nível: Mestrado Acadêmico
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Navegando Mestrado em Ensino na Educação Básica por Autor "Amaral, Vagner Pires"

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    "Parecia que o tempo passava diferente": um estudo de caso sobre a criação de jogos de tabuleiro e a construção do conhecimento histórico com alunos da 1ª série do ensino médio
    (Universidade Federal do Espírito Santo, 2026-04-29) Amaral, Vagner Pires; Morila, Ailton Pereira; https://orcid.org/0000-0002-5080-3819; http://lattes.cnpq.br/2380448103587931; Mendes, Ana Néry Furlan; Guisso, Luana Frigulha; https://orcid.org/0000-0002-9312-4680; http://lattes.cnpq.br/0350568559564425; https://orcid.org/0000-0001-6488-5483; http://lattes.cnpq.br/8266113579775016
    This research investigates how the production of board games, articulated with pedagogical practices, can contribute to the construction of historical knowledge among first-year high school students from a public school in the municipality of São Mateus, Espírito Santo, Brazil. The study is theoretically grounded in authors such as Huizinga, Caillois, Brougère, Kishimoto, and Benjamin, who conceive play as a cultural, historical, and symbolic practice characterized by voluntariness, the existence of its own rules, and the creation of a symbolic time and space distinct from the routine of school life. Methodologically, this research adopts a qualitative approach and is configured as a case study, developed through a workshop for the creation of historical board games with the participation of twenty-one high school students. The workshop was organized into five phases: (1) presentation and selection of themes, (2) planning and historical research, (3) creation and construction of the games during the workshop, (4) testing and collective adjustments of the games, and (5) socialization and application within the school context. Data were produced through participants’ testimonies and records in logbooks written during the process of creation and application of the games. The analysis revealed experiences of immersion, emotional engagement, resignification of the classroom space, and the development of cognitive and socioemotional competencies, as well as challenges related to the negotiation of rules, conflict mediation, and the articulation between the institutional time of school and the time of play. The results indicate that when games are incorporated into pedagogical practice in an intentional and reflective manner, with free and voluntary participation, they constitute a legitimate space for the production of meanings, the collective construction of knowledge, and ethical and cultural formation.