GAMIFICAÇÃO E ENSINO DE HISTÓRIA: DISCUTINDO A COLONIALIDADE A PARTIR DO JOGO

Abstract

This dissertation explores the potential of learning tools that can promote critical perspectives on coloniality, particularly through the dialogue between different historical sources and the field of game studies and gamification. It can be argued that the integration of theories from this area has brought educational research closer together, facilitating the emergence of guiding elements for teaching History in light of the new dynamics shaping Basic Education. Firstly, the dissertation examines how the COVID19 pandemic prompted the development of approaches that reflect on integrative educational processes for historical didactics. Next, it considers how narratives proposed by games can affirm the plural identities present today, primarily through the activation of "consciousness" in activities that were once unconscious, awakening potentialities that can offer new perspectives on History and individuals' relationships with the past Therefore, the qualitative and bibliographical research aimed to analyze the travel accounts of the sixteenth-century explorers Gaspar de Carvajal (1500-1584) and André Thevet (1516-1590) about the origin of the "Amazons" in America. As a result, an educational game entitled “The Icamiabas and the Mystery of the Muiraquitãs” was developed, whose main purpose is to rescue "worldviews" prior to the Eurocentric experience in lands overseas, while at the same time providing the opportunity to create mental images that can build and consolidate new imaginaries.