Abstract

PEDROSA, Stella Maria Peixoto de azevedo  and  PESSANHA-SOARES, Kauan. On Dewey, digital games and History teaching. Rev. Diálogo Educ. [online]. 2019, vol.19, n.62, pp.1253-1272.  Epub Jan 30, 2020. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.19.062.ao03.

The article associates the progressive philosophy of John Dewey, perhaps the most influential philosopher of education in the twentieth century, with the conceptions of digital games and the teaching-learning process of History, considering the game as a possibility for teaching the curricular contents of this subject. Dewey defended the affinity of all knowledge with prior knowledge and, in historicist terms, viewed History as a product of historical development. In his perspective, to understand any portion of knowledge and its relation to an individual or society, one must understand its history and, in this sense, considers the organized curriculum as a reenacted and carefully selected story. Thus, digital games can contribute to the teaching of curricular contents of History, since many of its playful themes involve important historical facts of humanity, providing contact and increasing interest in historical knowledge. In Dewey’s approach, seeking to integrate "real life" with school activities, it is discussed how digital games can collaborate to the fact that their narratives are related to the teaching-learning process. In summary, in the article, Dewey's perspective is related to the conceptions of digital games and the teaching of History, being, the game presented as a possibility for the learning of History.

Keywords : Dewey; History; Digital games; Learning; School.

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