Jeferson Hugo Pacheco De REZENDE, Universidade de São Paulo, Brazil
Silas Santos De AMORIM, Squadlab21, Ireland
Renata RIBEIRO, Alert Informatica, Brazil
Rafael SILVERIO, VAMO - Vetor Afroindígena na Moda, Brazil
Carmen Silvia Ralo E BORGES, EMEF Marcos Mélega, Brazil
The geographic space and its transformations are the central theme of the pedagogical contents of the geography discipline taught to students from 6th to 9th grade, in Brazil. The Municipal Department of Education of São Paulo has a guiding pedagogical document, titled "Curriculum of the City", which presents these contents adapted to the reality of the Metropolis and its space, prioritizing the student's protagonism throughout their learning process.
In this context the Municipal Public-School Marcos Mélega, seeking to innovate in approaches and pedagogical methodologies, developed in partnership with Alert Informática/Blue Edu, VAMO and Squadlab21, the stage 1 of the CEUCI Project, linked to geography classes.
In order to promote sustainability and social equity, the project explored with the students themes related to the management and use of natural resources and environmental racism, and used the game "Minecraft" as a tool to support the study of spatial transformations that shape the geographic space, providing students with other languages to interpret and understand their surroundings and the social interactions that occur daily in the lived space, locally and globally.
Thus, the objective of this research is to present the practical results obtained with students in the 2021 school year, who, by representing Brazil in the International competition proposed by UNESCO and Microsoft, built a proposal for a sustainable "world" in the game environment, evidencing the practical possibilities we have by combining technology with ordinary activities in the classroom, assertively and that contributes positively to the training of students. The project has three more stages and begins phase 2 in February/2022. At this stage, we foresee an interdisciplinary approach that allows the interlocution of the contents of geography with the related disciplines, permeated by the game environment with which the student is interested and accustomed.
Mots clés : Pedagogical Innovation|Minecraft educatiuon Edition|Geographical Contents|Sustainability |Social Equity
A105619JR