Jogos didáticos: um caminho para a educação inclusiva no componente curricular de história

Abstract

This Course Completion Work (TCC) addresses the topic “Didactic games: a path to inclusive education in the History curricular component”. Its general objective is to analyze the importance of games from the perspective of teaching History. And the specific objectives are: to identify how play contributed to the student's teaching and learning process; highlight the main contributions of games in the process of inclusion of people with disabilities; study the contributions of using games as an educational and inclusive teaching resource in History teaching. To prepare the theoretical framework, bibliographical research and qualitative analysis were carried out, which sought to be based on readings of books and articles that address the topic presented. And for data analysis, the research was developed qualitatively and under a descriptive approach, aiming to develop an interpretation of the works used on the construction and performance of inclusion in the learning process of the History subject through playful activities. The main results include that games used correctly can contribute to the process of school inclusion for students with disabilities. Thus, to develop the theoretical basis, works by the following authors were used: Arnais (2012), Brasil (1988), Ministerio da Educação e do Desporto (1998), Busigni (2013), Carmo (2015), Dos Santos Silva (2022), Galego (2009), Duk (2006), Giacomoni (2018), Glat (2013), Huizinga (1990) and Kishimoto (1990).