Proposta metodológica para o ensino de história: o uso de jogos eletrônicos para o 7º ano de ensino fundamental nas escolas de Teresina

Abstract

This study examines the interplay between curriculum, historical context, and pedagogical practices in History education, tracing its evolution from the Protestant Reformation to contemporary paradigms shaped by cyberculture. Grounded in theorists such as Sacristán (2000), Rüsen (1987), and Moreira e Silva (1995), it demonstrates how political, economic, and social factors shape curricula that reflect power dynamics and collective identities. In the Brazilian context, it explores transformations from military positivism and the Estado Novo to redemocratization, emphasizing the role of the National Education Guidelines and Framework Law (LDB/1996) and the Common National Curriculum Base (BNCC) in fostering plural and critical methodologies. Addressing the challenges of Education 4.0 and 5.0, the study proposes integrating digital games as pedagogical tools for 7th-grade History classes in Teresina (Piauí), using Townsmen—a medieval management simulator—in a methodology involving group division, role assignment (e.g., "King," "treasurer"), and reflective reports aligned with BNCC skills EF07HI03, EF07HI07, and EF07HI13. This approach aims to develop historical consciousness, critical thinking, and interdisciplinarity, overcoming infrastructure limitations through the pedagogical use of smartphones, supported by Law 15.100/2025. The findings highlight how games enable immersive experiences of medieval systems, transforming the classroom into a dynamic laboratory for historical inquiry.