A BOARD GAME AS A RESOURCE FOR TEACHING PHILOSOPHY IN SCHOOLS

Abstract

This article proposes pedagogical teaching material, a memory game that can be inserted in the teaching of Philosophy as a facilitating element for students to get to know philosophers and their concepts. In this context, we seek the articulation between theory and practice to support the use of the memory game with high school students. By building this game, we seek to bring effective learning to the classroom in which the student is interested, participates, reflects, and interacts with the object to be learned. In this way, the methodology can be divided into three stages: 1) mobilization for knowledge – corresponds to the moment when teachers must motivate students’ interest in the content to be studied; 2) construction of knowledge – relationship between students, knowledge, and the memory game; 3) elaboration and synthesis of knowledge – the teacher is responsible for helping students to elaborate and explain the synthesis of knowledge. This methodological possibility can be used in teaching philosophy in basic education, leading us to reflect on the inclusion of games as a tool to assist student teaching and learning, and make the class more dynamic and interactive, as the game entertains and brings joy, more it also puts knowledge into practice to be experienced by the student, who, when playing, learns, transforming knowledge into a dynamic movement, where the ideas debated will never be the same.