Pedagogias Ciberlúdicas: em direção a uma metodologia pós-crítica de videogames como locais culturais
Resumo
Neste artigo, exploramos as contradições nos movimentos desiguais de engajamento dos videogames no aprendizado e o emprego afetivo do jogo como um mecanismo estratégico para garantir a conformidade institucional e cívica. Para esse fim, estamos rastreando as conexões entre paradigmas positivistas e avaliativos na pesquisa de Aprendizado Baseado em Jogos Digitais (ABJD), com o argumento de que uma avaliação linear da transmissão de conhecimento não envolve adequadamente a complexidade dos mundos virtuais e os processos de aprendizado que mobilizam. Como resposta, propomos uma estrutura pedagógica ciberlúdica que incorpora as práticas de produção e desempenho de conhecimento dos jogadores no contexto social mais amplo em que estão inseridos, reconhecendo sua hibridização como experiências digitais e físicas. Aplicamos esta estrutura a uma leitura de estudo de caso de uma entrada de vlog realizada como um guia humorístico para o distanciamento social no início da pandemia de COVID-19. Nossa leitura reconhece a operacionalização dos modos de comunicação de conhecimento como tropos, ao mesmo tempo em que enfatiza projetos discretos de conscientização de marca, formação de identidade e reivindicações ao espaço digital. Nossa análise do desempenho do vlog do que chamamos de ‘tecnodeviança’ serve para desexoticizar o desviante na pesquisa educacional; problematizar a suposição de transmissão e representação unidirecional de conhecimento; e centrar o valor pedagógico de dados de jogos e jogadas que são encontrados em textos da cultura popular e em conteúdo gerado pelo usuário.
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