Role playing game: a pedagogical tool to teach and learn philosophy in high school

Abstract

The challenge of promoting teaching that allows the student to achieve learning objectives is increasingly complex, therefore, thinking about new methodological practices, capable of assisting learning is increasingly complex. Through a dilemma, we reflect a new methodological practice, combined with the use of technological tools. In this sense, the question arose: How does the use of RPG as a pedagogical tool help the active learning process in philosophy classes? Based on this question, this article seeks to: a) briefly reflect on the methodology of teaching philosophy; b) think about the new strategies for Teaching Philosophy; c) discuss Philosophy teaching through digital games; d) presenting RPG as a pedagogical tool capable of promoting learning. For a better explanation on the subject, the research methodology will be bibliographic in nature, based on the theoretical frameworks that cover the field of Philosophy Teaching (GALLO; ASPIS, 2009), revisiting the official documents that regulate the presence of the discipline in secondary education (PCNS, OCNS). The studies of classic games (HUIZINGA, 2001), digital games- RPG (LIMA, 2012), gamification and playfulness (GUIMARÃES, 2019; PAIVA, 2019; SILVIA, 2017) With this, at the end of the research it is expected that learning mediated by the games move the student from the position of mere spectator to the role of protagonist, playing a more active role. Therefore, this article aims to contribute to the innovation of the teaching-learning process of teaching philosophy in high school.