"Roma há só uma, mas existem mil caminhos para lá chegar" (O lúdico como instrumento da didática no Ensino da História)

Abstract

Entertainment, gamification, games, and activities can be among the teaching resources available to History teachers in an application devoted to sustainable pedagogical horizons. The widespread lack of interest in History, which has almost become a socially recognized curricular prejudice today, often reduced arbitrarily and derogatorily, should prompt political leaders, school management, and teachers to adopt a reflective and analytical approach. This approach advocates for new learning models that, without compromising scientific rigor, ensure knowledge through dynamics that foster participation, interest, creativity, aesthetic sensitivity, and intellectual reflection, as postulated in Compulsory Schooling. This internship report constitutes a reliable record of how I transformed the abstract idea into tangible material, using the classroom as a teaching laboratory. Here, I applied games and activities-some of conventional tradition, others of digital innovation-some sprouted from my creative spirit, others adapted to the requirements stipulated by each lesson plan. This was to testify to the effectiveness of this pedagogical proposal. concluded with my guiding teacher and internship coordinator that the practical results of each activity and/or game were in harmony with the expectations that preceded each class. We achieved shared joy, interest in the scientific subject, interactive dynamism, and space for debate. Keywords: Gamification, Playfulness, Didactics, Games, Activities.