THE USE OF KAHOOT! AND GEOGRAPHY TEACHING: CRITICAL-COLLABORATIVE ACTION RESEARCH IN A FULL-TIME SCHOOL IN CAMPINAS - SP

Abstract

Full-time and full-time education has been on the banners of various movements in defense of public education in recent decades. These guidelines were also included in the High School Reform of 2018, in which Brazilian states and municipalities should, within five years, expand the annual workload in High School from 800 to 1400 hours. That said, the school units that are part of the PEI (Integral Education Program) created in 2012, have as one of their bases the permanence of students full time - from 7:30am to 4:30pm - in their establishments. The school that we accompany, as pibidians, located in the São Bernardo neighborhood, in Campinas, is part of the aforementioned program. Thus, the objective of this work seeks to analyze, from the experiences that PIBID provides and also from the concept of critical-collaborative action-research, worked by Pimenta (2005), the contributions provided by the Kahoot! when it comes to thinking tools used to teach geography, which arises mainly due to the technical-scientific-informational environment for the application of a regency in a school environment marked by an exhaustive journey of students during their daily stay at school. We believe that this activity based on an electronic application has brought great contributions in terms of thinking about strategies to stimulate classes in environments marked by a tiring period of stay in the school unit, which can lead to learning difficulties through students, through factors such as tiredness, stress, discouragement, etc.