DIDACTIC GAMES IN GEOGRAPHY TEACHING: AN EXPERIENCE WITH SCHOOL CLIMATOLOGY

Abstract

This article presents an experience report on the use of didactic games in Geography teaching, with a focus on school Climatology. The experience was developed in 2025 in a municipal school in Brusque, Santa Catarina, Brazil, within the project “Weather Observers Club,” involving 20 students from the 7th and 8th grades of elementary education. The study, of a qualitative nature, was based on participant observation and reflective analysis of the activities carried out throughout the project. Initially, students engaged in different practices related to climatology, such as meteorological data collection, construction of climographs, development of models, and interviews. As a final activity, students were challenged to design educational games to share the knowledge acquired. The results showed that the creation and application of games fostered student protagonism, creativity, teamwork, and engagement in activities. In addition, the playful resource contributed to making the teaching and learning process more meaningful and engaging. It is concluded that games can be important pedagogical tools in Geography teaching, provided they are used with proper planning and teacher mediation.