Dandara: resistir para educar

• Autor(a) principal: Moreira, Igor Eduardo de Lima
• Data de Publicação: 2019
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Ceará (UFC)
• Texto Completo: http://www.repositorio.ufc.br/handle/riufc/50435
• topic: Videogame; Dandara; Ludicidade

The present study analyzes Dandara, an entertainment game, while teaching content related to Portuguese, Arts and History. The purpose of this research was to identify the pedagogical potential of a video game called Dandara, based on a ludic context, relating it to the teaching of content specialized in the skills and abilities of the National Common Curriculum Basis - BNCC (BRASIL, 2017). The theoretical basis of the work was based on contextualized of the reader on the three basic concepts of the research: Didactics, Ludicity and Game, having as authors searched: Ramos and Cruz (2018), Alves and Coutinho (2016), Luckesi (2002), Huizinga (2000) and Porto (2002) and Lynn Alves (2016), among others. The first brings a view of didactics and a contextualization of the BNCC and curriculum related issues. In the session focused on Ludicity, it discusses a relationship between the game Dandara and the ludic as a plenitude of experience. The last session discusses the concept of gaming and further explores the difference between game of entertainment and education. As methodological procedures, one approach that best fits the research objectives is the qualitative one. Having as data collection instrument, the field diary and the semi-structured interview. A data analysis was made from data triangulation and a content analysis. The results of the research proved that children were able to experience a fullness of experience, which was a playful experience, and after the game they could use and learn about what they saw during the time they could play, in particular, found out more about the historical figures of Dandara dos Palmares and Tarsila do Amaral and were able to learn about the Abaporu, work by the modernist artist. Concluding, therefore, that Dandara play has educational potential, since the teacher learns how to mediate the activities involving this digital resource, can explore playfulness through games without letting go or learn to use various BNCC skills and abilities in an interdisciplinary manner.