Análise do potencial pedagógico dos jogos digitais Banzo e Mandinga

Abstract

In this article, we aim to analyze two Brazilian digital games, Banzo and Mandinga, which lead the player to experience different scenarios of a slave society. Starting from the perspective that they bring into play important values and meanings for the cultural and identity recognition of subjects still invisible in school historical contents, we will analyze the importance of both as a playful tool for the production of historical knowledge. The methodology that we are going to apply in this article is based on the proposal of Giacomoni (2013) for whom the game configures a pedagogical resource for the construction of creative teaching and learning of history.