Gamificação no ensino de História: investigação da segunda guerra mundial (1939-1945), na perspectiva de aprendizagem em Rüsen, no ensino médio

Abstract

In this dissertation, within the scope of ProfHistória, we explore gamification in the teaching of History about World War II (1939 - 45) at the high school level. Thus, the central question is to investigate how gamification can contribute to the development of historical learning, following Rüsen's proposal (2012a). The aim is to promote systematic historical awareness among students, identifying elements of games, narratives of gamified actions, evaluating the outcome in terms of factual coverage, and reflecting on its implications in the present. This is motivated by an educational strategy that allows for personalized approaches, tailored to the cognitive demands of students. We hypothesize that this, combined with learning in Rüsen (2012a), contributes to an understanding of the facts about World War II. The research is based on a literature review related to gamification in History teaching, games, their instruction, including books, articles, dissertations, and other sources. It also covers generais attributes of games, historical awareness, historical education, game subsidies, and diagnostic assessment of students using Google Forms. The research methodology includes a case study method, participant observation, analysis, and development of a pedagogical product. Additionally, it explores the functioning of gamified actions, teaching methods, and the effectiveness of knowledge in practical life. Furthermore, the study delves into the operational aspects of gamified actions, including rules, gameplay, objectives, and other elements, as well as the discernment in choosing content, presenting gamified actions, and teaching students. It also examines the efficacy of knowledge in practical life, teachers' choices from "manuals", textbooks, and the possibilities of gamification. Regarding the results, after testing the product at Colégio Estadual Dep. Guido Azevedo in Areia Branca - SE, and making modifications based on feedback, we observed that there was relatively increased motivation in learning during the three days of application, especially with some changes in focus, rules, level systems, and the discussion of themes. Therefore, the titled "Gamifying Learning (WWII): Historical Knowledge and Mental Skills in Rüsen" can be a didactic resource that aids in History teaching, particularly in interpreting socio-cultural experiences throughout the course of historical time orientation.