Aventuras geográficas: as potencialidades do RPG para o ensino de geografia na educação básica

Abstract

The central objective of this work was to analyze the potential of using the RolePlaying Game as a teaching resource in the Geography teaching and learning process. The specific objectives are divided into three: a) develop a didactic proposal based on the playfulness of RPG, using the concept of territory and the contributions of school cartography; b) analyze how RPG can mobilize the concepts of Territory, Spatial Thinking and Geographic Reasoning; and, c) evaluate in a procedural way the learning developed with the subjects participating in the research, based on the use of RPG. Methodologically, the research was structured from the perspective of a qualitative approach and a philosophical perspective with a constructivist focus, which seeks to provide a critical look at the social and historical construction and the multiple meanings of the participants. To better outline the proposal, we initially focused on a bibliographical review, with the aim of strengthening the theoretical bases surrounding the research topic. Among the geographical concepts covered, we highlight the concept of territory. With regard to the Role-Playing Game — RPG, themes and concepts were addressed, thus allowing dialogues to be brought closer o related areas. Afterwards, with the elaboration of the RPG project, it was possible to define the school and age group to be applied to the research. Therefore, the chosen location was Colégio Municipal Pelotense (CMP), located in the city of Pelotas–RS. The target audience was made up of students from the 9th year to the 3rd year of high school. The activities took place in reverse, so that interested students could participate in the meetings. As results, we can highlight that the RPG proved to be a powerful teaching resource in the context of its application. Among its benefits, we highlight the ability to stimulate students' creativity, as, by building narratives and delving into the imagination, it made it possible to experience other worlds, contact with different cultures and explore other historical periods. Finally, we hope that this proposal, together with the book, Geographic Adventures, can inspire other research and that the universe of games in Geography teaching can expand and gain even more visibility, giving its potential in the educational process.