Navegando por Autor "Ramos, Ana Carolina Assis da Silva"

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    O uso de jogos pedagógicos no ensino da geografia do Paraná:
    (Universidade Estadual do Norte do Paraná, 2026) Ramos, Ana Carolina Assis da Silva; Ludka, Vanessa Maria
    The teaching of Geography is a fundamental element in civic education, as it enables the understanding of the relationships between society and nature, as well as critical analysis of the transformations of lived space. However, the teaching of Geography in Paraná faces specific challenges, mainly due to the scarcity of updated, contextualized teaching materials that bring the content closer to the local reality of the students. In this context, the objective of this research is to analyze how the use of educational games, within the scope of initial teacher training in Geography, can contribute to the planning and application of innovative pedagogical practices aimed at teaching Geography in Paraná, using the educational product "Knowing the Geography of Paraná: A Guide to Interactive Games" as a reference. For the development of the research, an action-research approach was adopted, of a qualitative and quantitative nature, using mixed methods for data collection and analysis. The qualitative approach consisted of interpreting the participants' speech, interactions, and perceptions, while the quantitative approach involved systematizing and analyzing the responses obtained through structured instruments, allowing for a broader assessment of the impact of the Educational Product on teacher training and the teaching of regional Geography. The study is exploratory and descriptive in nature, based on a literature review on Geography teaching, the use of games, and teaching resources, drawing on authors such as Cavalcanti (2010 and 2012), Kaercher (2010), Breda (2018), and Castrogiovanni (2007). The resulting Educational Product was the "Guide to Educational Games: Exploring the Geography of Paraná," containing games that address physical, economic, and socio-territorial aspects of the state of Paraná. The guide was structured with clear textual organization and systematized teaching guidelines, enabling its use in different school contexts. The material was implemented through a face-to-face workshop with 3rd and 4th year Geography undergraduate students, in which participants analyzed, played, and discussed the proposed games, considering their relevance to teaching the Geography of Paraná. Analysis of the data obtained during implementation indicated that the educational games facilitated the articulation between physical, economic, and socio-territorial content of the state, contributing to an integrated understanding of Paraná's Geography. The activities also stimulated interaction among participants and broadened the possibilities of methodological approaches for teaching regional Geography. The results highlighted the effectiveness of the games as teaching resources, demonstrating that, even in the face of a scarcity of specific materials for Paraná's Geography, it is possible to develop pedagogical strategies capable of promoting the learning of regional content. In this sense, the product developed has the potential to support the practice of future teachers in different school contexts, contributing to discussions about the use of educational games in the training of Geography teachers. Keywords: School G