Integração de jogos digitais no ensino de Geografia: a aplicação do Minecraft em um contexto educacional

Abstract

This study analyzes the applicability of the digital game Minecraft as a pedagogical tool for teaching Geography, focusing on the understanding of human transformations in space. The research, configured as an experimentation based on the action-research methodology and the approach of research in/of/with daily life, was conducted with high school students from a public technical school. The central hypothesis is that the simulation and construction features of Minecraft, combined with active methodologies, facilitate the apprehension of complex geographical content and promote collaborative learning. Data collection included questionnaires, participant observation, and semi-structured interviews. The results indicate a significant increase in student motivation and engagement, as well as a greater retention of the content covered. The analysis reveals that the practical interaction in the simulated environment allowed students to apply and re-signify concepts such as territory and landscape, and to experience a representation of the transition to the technical environment. It is concluded that Minecraft has a high potential as a didactic resource, provided that its application is methodologically structured and mediated by the teacher, transforming entertainment into a rich geographical learning experience.