Adolescência contemporânea e ensino-aprendizagem através de role-playing game digital : apropriação de conhecimentos e identificação na escola

Abstract

In this study, we propose to discuss about the problem object: how can knowledge appropriation and identification be understood in the teaching-learning process of adolescents using digital role-playing games (RPG)? For this, in dialogic principles, we base our argument on the epistemological foundations of historical-cultural psychology and lacanian psychoanalysis, without, however, also stealing the dialogue with other areas of scientific knowledge, in order, with our general objective: to understand the appropriation of knowledge and identification in the teaching-learning process of adolescents from the use of digital RPG. Considering this, we begin our work by reflecting the adolescent in his social interfaces with the contemporary, thinking the impacts of the changes of the social bond on such psychic operation, in order to, in the subsequent discussions think the teaching-learning process through the realization of living with digital role playing. The first part of this study has an exhaustively theoreticalconceptual content; in the chapters that compose it, we review the foundations that underlie the comprehension of adolescence in contemporary times, knowledge appropriation, identification and teaching-learning in the school context, as well as propose to study the history of RPG and its digital gameplay, implying them as pedagogical instruments that can enable the approach of the adolescent student to the condition of his desire and to an educational practice that can find and build something about himself. In the second part, based on the qualitative, participatory and interventional field research, we report and analyze the teaching-learning experience from the use of digital RPG with students of the 6th grade of elementary school. The data construction was performed in a regular school, together with the Ethics and Citizenship discipline, through which the group's experience in immersive moments of play in Online Ragnarök®, as well as moments of dialogue about immersion, we established with the studentparticipants the objective of experiencing the game as a teaching-learning instrument of the referred discipline. Our analysis was built from an interactional analytical process, with which we indicate, inferentially, in the communication provided by the interaction between participants and mediator in the experiential moments of immersion and dialogue, processes of knowledge appropriation and identification. Thus, we present an understanding about the object studied, as well as demonstrate the potentiality of the use of digital RPG as teaching-learning tools that enable the subjects of the school practice, especially the students, to experience a unique, playful, recreational and (re)creative, critically implying them in the face of the appropriation of knowledge of their history and their culture from the educational bond they establish with their own object of knowledge, with their peers and with the Other that engenders them.