JOGOS VIRTUAIS COMO EXPERIÊNCIA PEDAGÓGICA NO ENSINO DE FILOSOFIA

This qualitative study, grounded in contemporary philosophical and methodological frameworks, explores the use of video games in Philosophy teaching, understanding them as symbolic artifacts embedded in digital culture. The analysis emphasizes playfulness as an educational vector, fostering critical and ethical thinking through interactive digital language. Rejecting superficial techno-enthusiasm, the paper performs a hermeneutic reading of the aesthetics and narratives of complex games. By focusing on narratively rich titles, it repositions philosophical practice within ludic territories, bridging traditional knowledge with emerging languages. The methodological approach rejects outdated pedagogical models, advocating for active mediation between digital culture and conceptual formation. Consequently, it outlines a field of didactic-philosophical experimentation attentive to students’ cognitive, emotional, and social experiences in times of techno-globalization.