O ensino de História e o jogo de xadrez: um guia para Professores

Abstract

The dissertation proposes to investigate the use of chess as a pedagogical instrument in History Education, with the objective of promoting historical learning and the development of students’ historical consciousness in secondary education. It is grounded in the diagnosis that many students experience difficulties in attributing meaning to historical content, often perceiving it as distant from their lived experiences. In this context, chess is conceived not merely as a playful resource, but as a symbolic and metaphorical language capable of problematizing relations of power, conflicts, inequalities, and social transformations. From a conceptual standpoint, the research is based on the field of History Didactics, on the notions of Historical Learning as developed by Bergmann, Schmidt, and Cainelli, on the concept of Historical Consciousness formulated by Rüsen, and on the understanding of play as a cultural element in Huizinga. Methodologically, the study adopts an action research approach, conducted in a public full-time secondary school, employing questionnaires, written productions, interviews, chess workshops, audiovisual analysis, and self-assessments. The results indicate increased student engagement, a re-signification of History Education, and advances in the construction of historical consciousness. As an educational product, the dissertation presents a pedagogical guide that systematizes guidelines and didactic interventions for the use of chess in History classes, with the aim of supporting teaching practice.