Linguagens alternativas no ensino de geografia a utilização de jogos didáticos para tornar a aprendizagem mais dinâmica

Abstract

This paper investigated the use of educational games as an alternative language for teaching Geography, aiming to understand how playful practices can contribute to student engagement and meaningful learning. The research was conducted with a 7th-grade class at Charles Garcia Municipal School, using a qualitative approach and phenomenological method, in order to analyze the students' perceptions and experiences in the learning process. Four educational games were applied: Geographical Trail, GeoTracks, Geography: Answer or Pass, and GeoBingo, developed based on the content studied in class. The results reveal that students showed greater motivation, active participation, and understanding of the content compared to traditional classes. The questionnaires showed that 100% of the students believed they learned better through the games, emphasizing that playful activities made the classes more dynamic, attractive, and accessible. The analysis shows that educational games promote the development of geographic thinking, stimulate critical reasoning, and strengthen socio-emotional skills such as cooperation and communication. Therefore, it is concluded that playful methodologies are effective tools for transforming Geography teaching, bridging theory and practice, and contributing to more meaningful and contextualized learning.