A utilização de jogos didáticos no ensino de química na educação básica brasileira: um mapeamento sistemático

Abstract

The subject of Chemistry naturally represents a challenge for most students in elementary school, so the search for didactics that facilitate the teaching-learning process is one of the goals of education professionals. In view of this, this study aimed to draw an overview of publications that analyze the application of didactic games in Chemistry classes in Brazilian elementary schools from 2011 to 2021, since these resources are a strong ally in the teachinglearning process. In this bibliographical research, scientific articles were searched in the CAPES Periodicals portal, using the descriptors “jogo e química”, “lúdico e química” e “recurso e química”, without delimiting, at first, a search period. Subsequently, it remained only the works about didactic games that apply the contents of Chemistry in elementary schools in Brazil, of experimental character, with full text freely available in journals, published between the years 2011 and 2021. Within its criteria, the results of the research indicated that not all states and regions of Brazil focus on the analysis of pedagogical experiences with didactic games in teaching Chemistry, nor is there constancy in the volume of publications within this time interval. In addition, the studies presented heterogeneous quality. However, the information brought by them demonstrated the importance of using didactic games in basic education in order to promote a more dynamic learning to the students. Through the main categories used (cards and board), the contents covered were mainly theoretical concepts from high school.