Em defesa da história ensinada: usos e abusos dos jogos no ensino de História

Abstract

This work seeks to address the use of games in teaching history. To this end, we seek to reflect on the uses and abuses of playfulness in education. roblematizing education marketing practices, which elevate games to the status of panacea (lifeline) of contemporary education and the confusion of concepts such as gamification. These aspects come from a neoliberal/capitalist education proposal. On the other hand, we try to propose theoretical-ethodological discussions, with the aim of contributing to the production of alternatives for using games in teaching history, having as a perspective a critical understanding of history. To exemplify the points discussed in the research, we specify our analysis in the European medieval period. Where we analyze the games Clash Royale (2016) and The Witcher (2015), aiming to observe how such media reproduce the past in their narratives and game systems (mechanics). We also examined the games Carcassonne (2000) and Bingo Illuminated from the Middle Ages (2023), which, like the previous ones, address medieval Europe. However, these games were chosen for practical workshops, applied - through the methodological precepts of historical ducation - with teachers and students from public and private basic education networks.