THE DIGITAL MEMORY GAME AS A TOOL FOR INTERDISCIPLINARY SCHOOL LEARNING

The advancement of technology has brought about changes in social relationships. Digital networks provide more and more opportunities for simultaneous and collective interactions. This study, aiming to accompany this transformation, aimed to investigate the potential of the game as an interdisciplinary collaborative learning tool. In particular, the study focused on the development and use of the digital memory game in 8th grade classes of Elementary School II, in a municipal public school in Rio de Janeiro, with the participation of students and teachers, addressing themes and everyday phenomena in an integral way. The qualitative-descriptive methodological approach was based on the concept of action research with a critical bias (FRANCO, 2005). The results allowed us to conclude that it is possible to promote the learning of students in Basic Education through digital memory games. The study resulted in a "Pedagogical proposal for the development of Digital Educational Objects, in an interdisciplinary and collaborative way, with the participation of teachers and students, verified in" a kit consisting of 5 digital memory games, tutorial videos and methodological script. The investigation was based on the concepts of Gamification (KAPP, 2012; FADEL, 2014; COSTA and MARCHIORI, 2016) and interdisciplinarity (FAZENDA, 2010; JAPIASSU, 1976; LUCK, 2013).