O jogo de tabuleiro e o conceito de lugar-território: uma contribuição para a formação continuada de professores de geografia

Abstract

This research presents my journey in teaching Geography and my choice of a ludic methodology. During my undergraduate studies, 1 developed the board game Sextou na 44, an experience that sparked my interest in pedagogical games as a teaching language. ln my master's program, with the support of my advisor and colleagues, 1 expanded this approach, focusing on the continuous training of teachers and the creation of board games as didactic resources. The goal was to integrate theory, practice, and students' reality, addressing the challenges of teacher training and the development of geographic language. The research analyzes the potential of board games in constructing the paired concept of place-territory in the school context, raising the central question: What is the potential of these games in teacher training, from a praxis perspective, for building this concept? As teachers, it is essential to reassess teaching conceptions and the approach to continuous training, especially in how school knowledge is conveyed. The specific objectives of this study were: to understand the theoretical and methodological foundations that support teaching practices; to investigate the perception of participating teachers regarding the concept of place-territory; to develop and implement a methodological proposal based on the use of pedagogical games for constructing these concepts; to analyze the potential of games as didactic resources; and to evaluate their impact on teaching and learning. For this purpose, two educational board games were created, aiming at developing geographic thinking and connecting to the school environment. The qualitative and participatory approach involved public school teachers in Goiânia in the creation of geographic games based on the paired concept of place-territory, addressing themes such as Globalization, related to the school surroundings, and Socio-environmental Awareness, linked to the Macambira Anicuns Linear Park. Designed for 9th-grade students, the games were evaluated for student engagement and the effectiveness of the ludic approach. The study highlights geographical and spatial thinking in Geography education, integrating theory and practice through games and maps, drawing on the works of Santos (2001) and Castellar and Paula (2020). The games, developed in partnership with the teachers participating in the research, explored spaces and places familiar to students, enabling the construction of geographic knowledge. Thus, the school is seen as a transformative space, where the teacher, as a mediator, connects everyday experiences with academic knowledge, promoting interdisciplinarity, student autonomy, and the enrichment of teaching practice.