Methodological practices are challenging and constant in the daily lives of students and
teachers in basic education. Geography as a school subject enables various forms of teaching
through the approximation with the students' lived space. Among the various methodologies,
didactic-pedagogical games can be an important way to enhance teaching in schools, their
didactic, exploratory and interactionist character can provide more pleasurable and productive
classes. This article aims to discuss didactic-pedagogical games as a didactic instrument of
effective action in the learning of students, especially those who are located in contexts of
socio-educational inequality in the municipality of Conceição do Araguaia (PA), including
their impacts on the learning of young people in three public schools in the municipality. In
addition, we will also analyze the socio-educational inequalities of the Pará State and the
municipality of Conceição do Araguaia and, finally, we intend to reflect on how didactic-
pedagogical games can constitute as a methodological potential for high school during
geography classes from the development of two authorial ideas of geography teaching.
Believing that didactic-pedagogical games have interaction as their main characteristic, we
approach socioconstructivist theoretical-methodological bases. Given the complexity, it was
possible to approach the phenomenon through literature review, participant observation, field
diary and numerical data collection of educational and social indicators. Didactic-pedagogical
games enable a more dynamic and engaging teaching, being a powerful instrument in the
classroom in mediating the teaching-learning process between students and teachers.
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