APPOINTMENTS ABOUT THE CONCEPT OF GAME FROM ITS PRACTICE IN THE TEACHING OF PHILOSOPHY

Abstract

The present article is the beginning of a research in progress and it has as a starting point the activities realized with playing games in the high school philosophy’s classes at CEFET/RJ and, notably, with the extention project “Philosophy in building games”, which is registered at the same institution since 2013. In effect, the games production practice – as part of bimonthly evaluation in the discipline and also as the disseminative action of philosophical knowledge in the school community – puts into question the collective production of alternative didactic materials for the high schools philosophy’s classes throughout the participation of all concerned, and also the possibilities to evaluate the ellaborated products thorough the process of its construction and its culmination. The answer to attempt these questions brought the necessity of profound consideration about playing and its educational use. In this way, to advance the discussion about the use of games as a profitable material for the teaching-learning process, it is proposed to preliminarily analyse the game’s concept, in view of its practice in the teaching of philosophy. For this task, some conceptual aspects present in the game will be approached, which take a possible aim of proximity with philosophy. So, the following will be analysed: (1) the space demarcated by game through playing; (2) the own order that is opened to participants of a game, both analysed by Johan Huizinga. After that, the concepts of (3) common space, and (4) articulation, developed by the philosopher Charles Taylor, will be examined too. The initial hypothesis in this work is that games can have a philosophical treatment which gives support to their use in the teaching-learning process, and won’t be restricted to a facilitation tool in the transmition of contents to be acquired.