PREPARAÇÃO CONCEITUAL E TEÓRICA PARA UMA SIMULAÇÃO DE ORGANIZAÇÕES INTERNACIONAIS

O CASO DA SIMULARI 4.0 NA UNIVERSIDADE FEDERAL DO TOCANTINS

Abstract

This article examines the theoretical and conceptual preparation of university students for SimulaRI 4.0 at the Federal University of Tocantins, assessing the simulation as an innovative pedagogical tool. Based on active learning methodologies such as workshops and mock simulations, the research employed document analysis (Study Guides, Position Papers, final resolution) and textual analysis to explore the assimilation of key concepts. Self-assessment questionnaires quantified participants' perceptions of their learning. The textual analysis of the Position Papers revealed students’ appropriation of technical vocabulary and core concepts such as “democracy,” “institutions,” “OAS,” and “rupture.” The final resolution demonstrated students’ ability to apply normative frameworks and propose solutions aligned with the role of the Organization of American States. Workshop evaluations were overwhelmingly positive. The discussion of results indicates that structured preparation and an active learning approach enhanced meaningful learning, the development of diplomatic skills, and critical understanding of international processes, validating simulation as an effective method for teaching International Relations.