A irracionalidade da guerra : um jogo-atividadehistórico sobre a Crise de Mísseis de Cuba

Abstract

This dissertation investigates the potential of role-playing games (RPGs) as pedagogical tools for History education through the development of a historical game-based learning activity set during the Cuban Missile Crisis of 1962. The research aims to design, implement, and validate an educational approach that integrates playful learning, historical inquiry, and meaningful learning, encouraging student agency and critical reflection on armed conflicts and their consequences for society. The theoretical framework draws on authors such as Huizinga, Ausubel, Kishimoto, Freire, and Seffner, connecting discussions on games, active learning methodologies, and the construction of historical knowledge. Methodologically, the study combines bibliographic research, the development of an educational product, and successive stages of implementation, observation, and refinement. The activity was designed using adapted elements of tabletop RPGs, incorporating investigative narratives, fictional characters, historical documents, maps, and historically contextualized problem-solving situations. The validation process involved basic education students, experienced RPG players, teachers, and researchers, including an implementation conducted by a History teacher with no previous experience in this type of game. The findings highlighted the activity's potential to foster student engagement, collaboration, argumentation, and critical interpretation of historical events, while also identifying areas for improvement in its rules and methodological guidelines. The study concludes that the proposed activity represents a feasible and adaptable pedagogical alternative for different educational settings, contributing to more participatory, reflective, and meaningful historical learning experiences. [resumo fornecido pelo autor]