This article explores the powers of the language
of games in dialogue with the teaching
of History, taking as a narrative thread
a game with didactic purposes, Nazarenes:
Christianity through history. The concepts
of “magic circle”, “meaningful playful interaction”,
“information systems”, “complex
systems” and “rules” are mobilized.
The game is analyzed from three layers. Its
formal structure describes how the game
works, and part of the associations that
link it to certain learning objectives. Its experiential
structure expands the game,
placing the student-player and their learning
as part of the system, dialoguing directly
with the concept of procedural rhetoric
and historical agency. Its cultural
structure links the processes mobilized by
the game with the broader environment of
culture and society.
