Jogos educativos e a educação literária : tensionamentos e diálogos com a BNCC

• Ano de defesa: 2024
• Autor(a) principal: Reis, Emanuel Junio
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Letras; Programa de Pós-Graduação em Letras; UFPB
• Palavras-chave em Português: Jogos educativos; Educação literária; BNCC; Educational games; Literary education; Editora Devir; Editora Galápagos; Jeux éducatifs; Éducation littéraire; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/33622

This study aims to problematize the triangular relationship established by the entertainment industry between educational games, literary education, and the guidelines for language and literature teaching in the Base Nacional Comum Curricular (BNCC), document that outlines the competencies all Brazilian students must develop at each stage of formal education. In this context, the study seeks to understand how the intended reciprocity between the gaming market and the development of readers is constructed. The hypothesis raised is that, aligned with a merely instrumental educational project, the BNCC facilitates the emergence and strengthening of educational projects, such as those by the publishers Devir and Galápagos, which aim to integrate educational games into the educational system. To address these issues, the study adopts a qualitative approach and is divided into three parts: the first chapter discusses the concepts of games, playfulness, and reading, with the goal of understanding the possible interactions surrounding playful and aesthetic experiences (Freire, 1989; Certeau, 1998; Brougère, 1998; 2002; Chartier, 2001; 2002; Abreu, 2004; Retondar, 2013; Luckesi, 2014; Larrosa, 2017; Baptista, 2018; Fragoso; Suelly, 2018). In the second chapter, through a critical analysis of the BNCC, the concepts, propositions, paradigms, and spaces offered for games, reading, and literary education by these guidelines are questioned (Rezende, 2013; Leahy-Dios, 2004; Zilberman, 2018; Butlen, 2018; Cechinel, 2019; Ipiranga, 2019; Cosson, 2021). The third chapter analyzes the concepts of games, readers, and literature based on a corpus consisting of three educational booklets developed by the mentioned publishers: Atividades Extracurriculares (n.d.), BNCC e Jogos de Mesa (2018), and Catálogo de Jogos Educativos (2022). The results reveal that the booklets align with the BNCC in their instrumental treatment of games and literature. The theoretical and practical contributions of this study highlight the need to: a) broaden the understanding of the complex functioning of the literary system; b) recognize that, despite an economy surrounding games and reading, these experiences unfold in an uncontrolled manner; c) remain attentive to the development of innovative social and cultural playful practices; and d) implement a reader education focused on the values of autonomy, diversity, and individual freedom. Thus, this research seeks to strengthen participation and dialogue with the reader, who has been historically marginalized by an education centered on the author and/or the text.