Confluências: cognição, games e práticas escolares em arte

• Ano de defesa: 2020
• Autor(a) principal: Flávia Braga Gonçalves
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; EBA - ESCOLA DE BELAS ARTES; Programa de Pós-Graduação em Artes - Mestrado Profissional; UFMG
• Palavras-chave em Português: Arte; Aprendizagem; Games; Arte - Estudo e ensino; Jogos eletrônicos; Vídeo games; Arte e tecnologia
• Link de acesso: http://hdl.handle.net/1843/35989

The game as a learning object allows to articulate cognition and creation, space and body, pleasure and playfulness, perception and emotion. The text has four items: 1. Game configurations, which treats the game as a cultural phenomenon based on Johan Huizinga’s anthropological theories; 2. Games, which brings the appropriation of games for art studies and teaching/learning supported by James Gee; 3. Prototypes, artistic production resulting from game prototypes and 4. Game creation, which deals with the game that must be presented in digital format. These last steps follow the theoretical basis of Imaginative Cognition, contributed by Lucia Pimentel. In a meeting of the school and technological universe, the game is impressed with the position of learning object in artistic educational bias.