Jogos maquiavélicos: uma proposta de intervenção para o ensino de filosofia política

Abstract

This dissertation presents and analyzes a didactic-pedagogical intervention proposal for the teaching of Political Philosophy entitled Machiavellian Games. The study is based on the hypothesis that ludicity may constitute a methodological resource capable of facilitating the understanding of complex philosophical and political concepts within the context of basic education. To provide a theoretical foundation for this proposal, the concept of games is initially discussed based on the definition proposed by Jim Stone, according to which games consist of playful activities governed by arbitrary rules of success. This conception makes it possible to understand games as structures capable of incorporating different theoretical contents and interpretative practices. Based on this framework, the research establishes a dialogue between game theory and the political philosophy of Niccolò Machiavelli, especially as formulated in The Prince. Central concepts of Machiavellian thought, such as fortuna and virtù, are mobilized as structuring elements of the dynamics of the proposed game. The pedagogical proposal takes the form of a Live Action Role-Playing (LARP) and also incorporates conceptual resources derived from the philosophy of language, such as speech acts and propositional attitudes, which guide the interactions among participants. From a pedagogical perspective, the study also examines the epistemological challenges involved in the teaching of philosophy and discusses the relevance of active methodologies for the development of competencies and skills in secondary education. The intervention proposal is presented in terms of its theoretical foundations and its practical elements for classroom application, as well as the results observed during its implementation. Finally, the study situates the proposal within the framework of Brazilian educational guidelines, taking into account the Law of Guidelines and Bases of National Education, the National Common Curricular Base, and regional curricular references. The research concludes that the use of structured ludic strategies can enhance student engagement, stimulate philosophical argumentation, and contribute to the development of critical competencies in the teaching of Political Philosophy.