“Liberdade, igualdade e jogabilidade” : as potencialidades didáticas do videogame “Assassin’s Creed Unity” no ensino de história

Abstract

This study analyzes the applicability of the game Assassin’s Creed Unity at French Revolution classes, where we provide a balanced contemplation of the impressions and considerations of both students and the teacher regarding the use of this game as a teaching tool. Drawing on experiences and insights from an action-research study, we highlight the game's potential to engage students in the classroom, making their learning process more meaningful, in hope that the knowledge gained from this work may influence future lesson plans that aim to teach this and many others didactic contents through gamification. To do so, we connect the historiographical work on the French Revolution by Eric Hobsbawm and Michel Vovelle with the theoretical insights of Circe Bittencourt, Jaime Pinsky, and Carla Pinsky in the field of history education, especially in terms of its range of knowledge, methodologies, and practices.