GAMES, FORMATIVE DIMENSION AND LEARNING IN SOCIOLOGY

Abstract

The article addresses the topic of games, culture and education. The proposal is to investigate, in detail, the relationships between games, formative dimension and learning in sociology. Based on the theoretical assumption that gives the game a cultural character whose characteristics are linked to social aspects, the work draws on the experiences of students from the 1st year of high school at Escola de Aplicação / UFPA, involved in the project When to play is to learn, as the object of study of the present work. Starting from the premise that the game is a means to achieve specific learning and contribute to human development, the article aims to analyze the specificity of the learning potential that games provide in the teaching of sociology. To this end, it raises the following research problem: what are the training possibilities of games in understanding sociological content? The hypothesis reiterates that games provide opportunities for experiences and learning that mobilize content and concepts in a playful and relaxed way. The construction methodology of this article is of a quanti-qualitative nature. The focus of the empirical investigation was based on the analysis of the students' perceptions obtained through responses to questionnaires. The results of this study demonstrated that the games create a favorable environment for the development and learning of sociology, as it motivates students to overcome cognitive and emotional obstacles, arouses interest, stimulates reflection, discovery, assimilation and enables better integration in social relations.

Keywords: Games, teaching-learning process, sociology.