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Article

French

ID: <

10.4000/confins.37915

>

·

DOI: <

10.4000/confins.37915

>

Where these data come from
The use of chess as a methodological resource for teaching political geography in basic education: an experience of the “Pedagogic Residence” project in Caicó/RN/Brazil

Abstract

Geography taught in the classroom had, in a good part of its school trajectory, a descriptive character, where it was sought to store an excessive number of information, not generating, however, a critical reflection on the objects of study of Geography, such as Space and the Territory. According to the National Curriculum Parameters (PCNs), the teacher must use didactic resources that stimulate the students, building a critical and reflexive thinking. A good suggestion for the classes to become more dynamic and stimulating is the use of chess as a methodological resource, since such a playful element provides, besides a teaching practice differentiated from the one usually employed, new possibilities of reflection and concentration for students in the various activities everyday life in the classroom. Thus, chess can be considered as a promoter of a greater cognitive development of the apprehending subject, facilitating the teaching-learning process. And for the teaching of Geography, chess has the relevant function of, from its attributes and rules for its operation, to help the students in the understanding of the objects of study of geography, as the Space and Territory in contents linked to Political Geography. In this way, the present research, accomplished in the degree in Geography of the “Centro de Ensino Superior do Seridó”, linked to the Federal University of Rio Grande do Norte, from the pedagogical interventions of the program "Residência Pedagógica" at the State School Professor Antônio Aladim de Araújo, in Caicó / RN, demonstrated that the coherent use of this element of play helped not only in the teaching of Geography but also in other disciplines in the curriculum, since it increased the possibilities of concentration of the students in the classes taught in the other disciplines, generating advances in performance and learning.

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