A contribuição do jogo didático-pedagógico para o ensino das funções do solo no ensino fundamental anos finais

Abstract

The understanding of soil functions represents a significant challenge in elementary education, especially when the topic is addressed through traditional and decontextualized approaches that limit students’ meaningful learning and critical awareness. Although soil plays a fundamental role in sustaining life, food production, water regulation, and environmental balance, many students demonstrate limited comprehension of its multiple functions, revealing gaps in the teaching-learning process. In light of this issue, this study aimed to investigate the contribution of a pedagogical educational game to the teaching of soil functions in lower secondary education, analyzing its impacts on students’ engagement, motivation, and content comprehension. The research was conducted at Escola Municipal Vânia Laranjeira, located in Jaboatão dos Guararapes, Pernambuco, Brazil, involving three 6th-grade classes, totaling approximately 85 students. Grounded in a qualitative approach and participatory research methodology, the study was organized into five stages: application of a diagnostic pre intervention questionnaire; dialogic expository classes; development of the game “The Great Trail of Soil Functions”; implementation of a pedagogical workshop using the game; and application of a post-intervention questionnaire, complemented by a discussion circle for qualitative evaluation. The theoretical framework was based on the understanding of soil as a multifunctional natural system, the relevance of soil education within Geography teaching, and the contributions of active learning methodologies, particularly educational games as pedagogical strategies. The results revealed significant gaps in students’ prior knowledge and demonstrated expressive learning gains after the intervention, especially regarding ecological, hydrological, and socioeconomic functions of soil. Increased engagement, active participation, and improved conceptual articulation were also observed in the post-intervention responses. It is concluded that the use of the educational game significantly contributed to making the teaching of soil functions more dynamic, contextualized, and meaningful, reinforcing the potential of active methodologies in Geography education and in fostering critical socio environmental awareness.