Banca de DEFESA: CARLOS WILLIAN LARA DE AZEVEDO

THE REPRESENTATION OF THE INDIGENOUS HISTORY OF BRAZIL IN THE CONSTRUCTION OF EDUCATIONAL GAMES

History teaching. Indigenous History. Active Methodologies. Educational Games. Gamification.

This paper addresses the importance of teaching Brazilian indigenous history through different methodologies and materials, with reference to the gamification methodology. The research is based on theoretical and conceptual references on the teaching of history, the teaching of indigenous histories and cultures (COSTA, 2016; SCHIMIDT, 2014; CARDOSO, 2020; BANIWA, 2006) and on the didactic potential of active methodologies and gamification in the classroom (RODRIGUES, 2019; SOUZA, 2020; ALVES, 2014; BURKE, 2015). The work was structured based on questions that arose from my experiences as a teacher, but mainly from the experience of historical-pedagogical consultancy with a team of different professionals involved in the construction of a game aimed at school children and young people. The aim of the game was to break away from the mistaken view of a single history in relation to indigenous people. However, the presence of stereotypes about indigenous people was identified and, as a result, the historical-pedagogical consultancy enabled the team members to reflect on how these forms of representation of indigenous people hinder the understanding and appreciation of these peoples, their histories and cultures, as well as reinforcing prejudices. In addition to the bibliographical survey on history teaching, active methodologies, games and gamification, historiographical research was carried out on indigenous peoples, particularly the history of the Tupinambá in the 16th century. The analysis of the production of the game was based on the records of the meetings of the team that created the "Indigenous" game between September 2020 and December 2021, which were compiled in the Research Diary written by the historical-pedagogical consultant.  The procedures for creating the game's setting, set on the coast of the territory of the current state of Bahia - Brazil, in the 16th century, and the main character, the young Raoni, are presented. As a didactic proposal, the work seeks to contribute to reflections on themes related to the teaching of indigenous histories and cultures, as well as helping history teachers with knowledge about the procedures involved in creating digital games, as well as understanding this cultural product that arouses the interest of children and young people from different social strata in contemporary times. Understanding these processes can help history teachers in their choices, planning and assessments involving digital games.