A "STOPTS" IN TEACHING GEOGRAPHY: METHODOLOGICAL PROPOSITIONS FOR THE APPROACH OF GEOGRAPHICAL KNOWLEDGE

Abstract

The presence of games in our society dates back to antiquity when human beings already developed and practiced different modalities of these activities, representing, for the most part, a moment of socialization, creating an environment of individual and/or collective challenges and learning. Being a resource that requires concentration, focus, agility, perception and apprehension urges the following question: how can games be appropriated as didactic-pedagogical devices to approach concepts and themes of geographic science? Therefore, this article aims to analyze the potential of the digital game Stopots, as a didactic-pedagogical artifact for the approach of contents in School Geography, through the application experience in a 7th grade class of elementary school; since this type of activity encourages competitiveness, reasoning, writing and association with previous geographic knowledge. During development, we analyze available features and possibilities for use; how the contents can be worked/activated and how the students' performance was. The results obtained show that this platform can be used in the classroom to work or review content in an interactive and collaborative way, without restrictions regarding the in-person or remote modality.