O lúdico como elemento mediador no ensino-aprendizagem de história: experiências no PIBID na Escola Delmiro Gouveia - AL (2014-2017)

Abstract

Objective: This study compiles some experiences and perceptions obtained during the development of the PIBID of History, based on the experience with the students of the 9th year of the Delmiro Gouveia State School, located in the city Delmiro Gouveia-AL, whose emphasis was to work on History and Culture Afro-Brazilian. Materials and Methods: analysis of didactic material, observation of classes, elaboration of didactic games. The following were used as methodological tools: the field diary and participant observation. Results: better understanding and respect for Africanity, its symbologies and memories; demystification in relation to religious syncretism; involvement of students in the construction of games and the popularization of Afro culture; teachers' awareness of self-criticism. Conclusions: the game represents an indispensable alternative for the democratization of knowledge, whether popular or scientific; insertion of the student as a critical subject and not only as content receiver; valuation of African matrices in the Brazilian historical context, respecting the identity and belonging aspects, from the concept of intangible heritage.