The Game and the concept: about the creative act in History class DOI10.5216/o.v15i1.34727

Abstract

This article discusses the teaching of concepts through the usage of games in history classes. From a theoretical debate about the concept, based on authors such as Deleuze, Foucault, and Bergson, it presents conceptual learning as the central element of a history class and argues that the learning of the concept occurs in a process of direct insertion in time, in a non-place of pre-individual singularities, provided by the game and the fun. In this sense, this article is a theoretical discussion that proposes to think the game and the concept by considering the latter as a strategic medium to gain access to the former, in a process of student displacement from the actual of history class, governed by intelligence, to a virtual state, governed by intuition. The access to the place where the concepts are not yet formed enables us to conceive the classroom with games as a space filled with creative potential. It is in this place of creation that concepts emerge and are formed, building themselves as elements of representation.