THE USE OF KAHOOT! AS A PEDAGOGICAL TOOL IN GEOGRAPHY TEACHING

Abstract

Digital technologies have changed communication, access to information, and knowledge production, with direct repercussions on school practices. In Geography teaching, digital resources can broaden possibilities for reading geographic space when linked to clear didactic objectives. This article analyzes the contributions of Kahoot! to Geography teaching and learning, considering experiences and discussions found in the literature of the field. The study is qualitative and bibliographic, focusing on works that directly address Geography teaching and the use of the platform in this curricular component. The analysis indicates that Kahoot! can foster participation, content review, interaction, feedback, and formative assessment. Its use, however, requires teacher mediation, planning, careful selection of questions, and attention to access conditions. The study concludes that the platform can be integrated into Geography teaching strategies without replacing problematization, spatial analysis, and conceptual construction specific to the discipline.