Jogos digitais e temáticas históricas: limites e possibilidades em uma escola pública

• Autor(a) principal: Watanabe, Cláudia Akiko Arakawa
• Data de Publicação: 2019
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/22683
• topic: Jogos eletrônicos; Tecnologia educacional; História (Ensino fundamental); Electronic games; Educational technology; History (Elementary School); CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO

This study aimed to understand the limits and possibilities of Elementary II students in the production of digital games with historical themes in a state public school. Secondary objectives include: understanding how the history curriculum is organized to deal with digital technologies; understand how the theme related to digital games in history classes is in the academic environment; analyze the role of history teachers within a context permeated by Digital Information and Communication Technologies (TDIC); understand what kind of learning is possible with practice involving games; check if the games produced have emancipatory characters. The research was supported by seventh grade students and history teachers from a public school in Santo André. The methodology adopted was action research, in which several instruments were gathered, such as observation reports, questionnaires, social networks and different digital materials produced by the students. The theoretical support used consisted of studies that deal with the emancipatory formation from the critical perspective, based on the notions of semiformation, cultural industry and educational praxis. In addition, the web curriculum was adopted as a methodology of action through elements such as constructionism, project-based learning, active methods, digital narratives, and the integration between curriculum and digital technologies in a dialectical movement. The results, in general, indicated barriers characterized by ineffective public policies, curricula that reinforce semiformation, lack of research related to the production of historical games in public schools, lack of continuous teacher education, socioeconomic differences among students, as well as effective absence of a culture in which teachers and students can enjoy all the potential offered by playing games. As possibilities were identified the development of organizational skills, systemic vision, expansion of the ZDP, creativity, autonomy, protagonism, emphasis on effort, increased self-esteem and possibilities of insertion of emancipatory characters identified during the production process and in the work completed