Métodos comparativos do ensino de História em sala de aula: o lúdico como ferramenta de ensino-aprendizagem aplicada no Estágio supervisionado I

Abstract

This work focused on comparative methods of history teaching in the classroom: the use of play as a teaching-learning tool applied during supervised internship I at the Belarmino Gomes de Albuquerque State School in Carauari, Amazonas. The objective was to present how playful methodologies can be an ally to history teachers in their classes, aiming at the active participation of their students and stimulating their cognitive capacity for satisfactory learning. The methodology used consisted of a qualitative-quantitative research approach, involving the application of a questionnaire and comparative data. The research field consisted of two 9th-grade classes, with the students as the subjects of investigation, in stages of observation and teaching practice. Data collection was based on classroom observation and data obtained from the questionnaire. Through what can be experienced in the construction of this work, we can consider the importance of playful methodologies as an auxiliary tool in the formation of knowledge and their contributions to transformative learning in the lives of elementary school students and teachers in the subject of History.