Ensino de História: os jogos didáticos virtuais como instrumento pedagógico

Abstract

This article aims to contribute methodologically to the discussions that help a teaching-learning process in elementary school classes, which comprise students from 6th to 9th grade and regular high school students. The choice of virtual didactic games as the theme of this work was due to the fact that they are part of a field little experienced in the teaching of History. Teaching games can contribute to both classroom learning and critical, creative, intuitive, demonstrative and coordination. The study was based on works by authors such as: Circe Maria Fernandes Bittencourt (2008), Johan Huizinga (2018), José Adelino Duarte (2009), Solange Rosa Barbosa de Almeida (2019), Ottopaulo Bohm (2017), Gisela Wajskop (2017), Salete Cristina Arfelli Martini Higa (2012), historians and pedagogues who researched the teaching of History, about education in process, using as construction basis the debate proposed in the PCNs and finally an analysis of some virtual games that can contribute to the teaching-learning process.