Kahoot as a didactic resource: practices and experiences during teacher training in Geography.
In this context, based on the assumption that the discipline of didactics in undergraduate studies
enabled experiences with the playful game, this knowledge was taken to school in the
opportunity to contribute to the learning of geography contents. So this research was aimed at.
To analyze the use of kahoot as a didactic resource in the teaching of geography from activities
developed with games, in specific. If I discussed the help of the playful in the understanding of
geography teaching, it identifies types of playful games that can be used to work the teaching
of geography and kahoot with didactic resource and finally Presents the experiences of the class
of 2018/2 of the UFT geography course. This work is consolidated in qualitative and
quantitative methodologies that seeks to deepen the reports of academic experiences through
interviews via forms.Since kahoot is the central point of discussion, the academics were able to
contribute, saying that kahoot added new knowledge within the knowledge of didactics and
kahoot software will be used in the future. In the contributions of the basic network, the students
liked the activity in kahoot, their questions are that and the activities in the software can be seen
as a form of evaluation, in the more it is found that results of this research were essential to
understand the importance of digital playful activities in view that kahoot can be a resource that
contributes to the teacher training of undergraduatestudents, as well as for teaching and
learning geography in basic education. This work contributes to the enrichment of knowledge,
because it is of great importance to be active to digital media and new methodologies, where it
aims to contribute within the teaching of didactics, new visions to work the teaching of
geography with dynamic tools in a classroom and in the incentive, which is placed for for
academics on their training path.
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