Game as a teaching resource in the study of landscape: an experience implemented at paquetá elementary education school, Brusque/SC

Abstract

Reflection on Geography teaching highlights the importance of using different teaching resources, such as games, which contribute to the teaching and learning process. We question and investigate how a game can help teach the concept of landscape, present in students' daily lives and capable of arousing interest in the local reality. This study aims to investigate the impact of the game as a methodological tool in teaching the concept of landscape to sixth-year students, taking the city of Brusque-SC as a spatial focus. As specific objectives, we outline: reflect on the integration of the game in Geography teaching; develop a board game about the local urban landscape; apply the game at Paquetá Elementary School; stimulate investigation through play; and analyze the effectiveness of the game in learning the concept of landscape. To meet the research objectives, the study produced the educational game product, "Deciphering the Landscape". Action research was used as a methodological research path to promote collaborative interaction between researcher and students. A qualitative approach was adopted, complemented by quantitative data. Data collection involved 105 students who responded to semi-open questionnaires and were observed during the matches. The information was analyzed based on content analysis and bibliographic references. The results showed that the game stimulated the active participation of students and contributed to the development of cognitive and socio-emotional skills important for social coexistence.