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The focus of this paper is the issue of electronic game design as a teaching-learning methodology for university students in Brazil. Our aim is to discuss whether the Gamerama games educational experience can be characterized as a teaching methodology based on Design authors such as Imbesi (2011), Love (2002), Couto Neves (1997) and Bomfim (1994); and electronic games authors, such as Salen Zimmerman (2003), Schell (2010), Schuytema (2010), Fullerton (2008) and Brathwaite Schreiber (2009). The research conducted seven field experiments, involving 175 students from different Brazilian schools and universities, and the data were evaluated using Content Analysis. We conclude that Design, as a field of technological and interdisciplinary knowledge, has principles, such as systemic thinking, that favor the development of game design methodologies, especially in the creation and development stage, which allow for the production of games with solid and socially responsible processes.

RESUMO A incorporação de tecnologias digitais da informação e comunicação (TDICs) na educação é uma demanda constante, e as humanidades digitais, em uma perspectiva do Sul, constituem-se em uma lente profícua, ao abrir espaço para o humano, em sua complexidade. Este artigo discute três experiências de aplicação e criação de jogos e práticas lúdicas em ambientes educativos e como estes podem mobilizar saberes, afetos, encontros e trocas, e promover práticas condizentes com os contextos e as potencialidades de educadores e educandos, favorecendo competências aliadas às humanidades digitais na formação crítica do sujeito contemporâneo.Palavras-chave: Jogos; Práticas Lúdicas; Gamificação; Educação; Humanidades Digitais. ABSTRACT Incorporating Digital Technologies of Information and Communication (TDICs) in education is a constant demand, and the Digital Humanities, from a South perspective, become a useful lens, by opening space for the human, in its complexity. This article discusses three experiences of application and creation of games and ludic practices in educational environments and how these can mobilize knowledge, affections, meetings and exchanges and promote practices consistent with the contexts and potentialities of educators and learners, favoring competences allied to the Digital Humanities in the critical formation of the contemporary subject.Keywords: Games; Ludic Practices; Gamification; Education; Digital Humanities.

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