GAMEFICAÇÃO & ENSINO DE FILOSOFIA

O USO DA JOGOS E GAMIFICAÇÃO NO ENSINO DE FILOSOFIA DA EDUCAÇÃO PROFISSIONAL TECNOLÓGICA

Abstract

The inclusion of Philosophy in secondary education has prompted a necessary reflection on the pedagogical practices of the discipline, especially within the context of professional and technological education offered by the Federal Institutes. This article discusses the use of playful elements such as games, dynamics, and other gamification experiences in the teaching of Philosophy in Professional and Technological Education, considering that worldviews and anthropological conceptions influence educational practices and the historical-critical use of didactic resources. Based on bibliographical research and experiences developed at the Federal Institute of Education, Science, and Technology, in projects such as Jogando com o Saber (Macau Campus) and Gamificação e Ludicidade no Ensino de Filosofia (Mossoró Campus), the text seeks to analyze the potentialities and limits of the use of playfulness in the philosophical formation of students in integrated secondary education. Drawing on authors such as Huizinga, Walter Benjamin, Hannah Arendt, Brougère, and Machado, it argues that playfulness should not be seen merely as a motivational resource, but as a practice capable of articulating imagination, fantasy, and vital reason, bringing philosophy closer to the challenges of work and life. The aim is to contribute to the reflection on the current challenges faced by Philosophy teachers in the face of new technologies and methodologies, reaffirming the formative specificity of the discipline.