TCC - Licenciatura em História (Sede)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/460
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Item A importância dos jogos no ensino-aprendizagem de história: um levantamento historiográfico da produção acadêmica sobre o tema no curso de Licenciatura Plena História da UFRPE (2011-2023)(2024-03-08) Borba, Lucas Henrique de Amorim; Barbosa, Lúcia Falcão; http://lattes.cnpq.br/5667594441132627; http://lattes.cnpq.br/5533690465495459This article seeks to make a survey of course completion works defended in the Full Degree Course in History at the Federal Rural University of Pernambuco, in the interval from 2011 to 2023, which have as their theme the teaching and learning of history through games. We intend to analyze the didactic proposals from the identification of the themes addressed, the theoretical-methodological references chosen and the intentionality of the authors when discussing the historical contents through the games created. As a result, we could perceive the growing defense of games as a plausible alternative to help in the teaching-learning process of school history and its relevance as a didactic resource for the teaching of history.Item O uso dos jogos como ferramenta para o ensino de história no ensino fundamental: uma breve revisão bibliográfica e analítica(2019-07-19) Santos, Diogenes Mufford Luiz dos; Bezerra, Rozélia; http://lattes.cnpq.br/0968758655400113; http://lattes.cnpq.br/5304178011461627The present work intends to demonstrate that the discipline of History can be considered an area that makes possible to think and in this way, the challenge that it is possible to build from the games in the classroom in a playful way. In spite of the importance of content for the student, we must be concerned with the formation of a subject, the teacher, his development from the time categories, between permanence and change, between likeness and difference, and simultaneity, of thought by the construction of citizenship, tolerance, cooperation must be clearly understood by the student. From the research presented, games appear as a good working tool. Because it is a didactic game, where you learn to play with each other instead of against each other, given the different skills that are developed and where students learn to relate, question and build, the game may be an alternative that awakens in the student the curiosity and the will to learn. Rethinking lessons and teaching strategies that use only verbalism and questionnaires is an urgent task. We present, then, the game as a strategy that enables the coordination of points of view and coordination of interindividual actions, so necessary for the understanding and action in the world around us, be it past, present or future. In this way, the students worked mainly in small groups, in a classroom environment, promoting exploration activities, solving problems, developing geographical and historical skills and socialization. Finally, the game allows students to stimulate their knowledge and communicative skills in cooperation with other students, not forgetting also the interpersonal relationship creating in the student a desire to learn more. Thus, the student put the knowledge to the test, using it in concrete play situations in their lives.