Teaching ethics through a board game

Abstract

The article presents research on teaching ethics through a board game developed for students with Visual Impairments, aligned with a democratic, inclusive, and participatory education. Inspired by collaborative action research, the study involved the participation of the classroom teacher and students, who evaluated the "Interactive Domino" game. The game was supported by a complementary children's book and the Active Methodology Rotation by Stations, designed within a Didactic Sequence. The research highlights the importance of using Assistive Technology resources to promote accessibility and student protagonism. The results indicate that the game enhanced students' learning, fostering participation, a sense of belonging, and self-esteem. Furthermore, the study shows that the development of ethical values and principles emerges naturally when approached with pedagogical intentionality and should be encouraged from the early years of schooling.