Jogos e inclusão: contribuições para o ensino de história na educação básica

Abstract

This study investigated the contributions of game-based learning to the development of inclusive practices in history education, focusing on the elimination of learning and participation barriers for students with disabilities. The research was guided by the question: “How can game-based learning methodology contribute to the development of inclusive practices in history education?” The action research methodology was adopted, aiming to understand different forms of learning and explore inclusive pedagogical strategies. Initially, a diagnostic phase was conducted through questionnaires administered to teachers, in order to identify pedagogical barriers based on their perceptions. Subsequently, a gamified didactic sequence was developed, centered on an RPG gamebook addressing the historical period from 1945 to 1985, complemented by interactive activities organized in game stations. This approach aligns with the educational perspective proposed by Dewey (1976), which asserts that learning occurs through experience and interaction with the environment, allowing students to act as protagonists of their own learning process. Additionally, Ausubel’s (2003) theory of meaningful learning emphasizes the importance of anchoring new knowledge to students’ prior knowledge. The application of gamebased learning resulted in greater student engagement and participation, with an emphasis on the use of adapted resources and materials that enhanced accessibility. The evaluation, conducted using the MEEGA+ tool, indicated a positive reception of the proposal, with students reporting increased motivation and a more interactive learning experience, although some adjustments were needed in aspects related to accessibility and task progression. The results confirm the effectiveness of gamification as an inclusive pedagogical strategy, promoting greater engagement, collaboration, and a more dynamic learning process.