Propostas brasileiras para o uso do RPG no ensino de história
This work has as its theme Brazilian proposals for the use of RPG in history teaching. Its origin is found in the search for teaching methods and techniques that can be applied in teaching work situations in which long-term interventions do not necessarily happen, as is the case of teachers hired un...
| Autor principal: | Correa, Elton Pedroso |
|---|---|
| Formato: | Trabalho de Conclusão de Curso (Especialização) |
| Idioma: | Português |
| Publicado em: |
Universidade Tecnológica Federal do Paraná
2021
|
| Assuntos: | |
| Acesso em linha: |
http://repositorio.utfpr.edu.br/jspui/handle/1/26840 |
| Tags: |
Adicionar Tag
Sem tags, seja o primeiro a adicionar uma tag!
|
| Resumo: |
This work has as its theme Brazilian proposals for the use of RPG in history teaching. Its origin is found in the search for teaching methods and techniques that can be applied in teaching work situations in which long-term interventions do not necessarily happen, as is the case of teachers hired under the PSS regime by the Paraná State Education Network. Considering that RPGs usually take advantage of historical narratives, it is questioned whether they would be an answer to this demand and about their possibilities of approaching the discipline of history. This text consists of an exploratory bibliographic research on the production of history teachers who developed their own proposals for the use of RPG in history teaching, applied them, and made science by writing about how this process and its results took place. This work has a qualitative feature and was carried out through a historical analysis of the sources raised. On top of our theoretical foundation, we maintain that the relationship between RPG and history teaching is possible and has its particular potential. In the analyzed texts, we find efforts for the use of RPG in history teaching in basic education and in the initial training of history teachers. The possibilities of using RPG to build historical awareness, cognitive development, and processes for otherness and collectivity are also outlined. |
|---|