Jogos eletrônicos e o processo educativo de jovens alunos

• Ano de defesa: 2018
• Autor(a) principal: Soares, Ricardo Dantas
• Orientador(a): Zacchi, Vanderlei José
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação em Letras
• Palavras-chave em Português: Língua inglesa; Ensino de língua inglesa; Jogos eletrônicos; Educação; Ética; Aprendizagem de língua inglesa
• Palavras-chave em Inglês: Electronic games; Learning english language; Education; Ethic
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES
• Link de acesso: http://ri.ufs.br/jspui/handle/riufs/8200

It is widely discussed about the role of electronic games in the players’ lives in today's society. We know that they are playful instruments present in the family environment, however, we question if they contribute to the players’ knowledge and learning. Therefore, this work aims to investigate knowledge that players are acquiring while playing. The target audience for analysis is high school students players from a private school in Aracaju. We have identified that the analyzed players claim to learn English vocabulary while they play, although this is not their goal, which facilitate playing games and the reading of texts written in English language. In this question, we enter into other perspectives of learning in games that exceed the learning of the English language, as the educational question. In order to provide a foundation for researching, our theoretical contribution considers the discussions about learning and literacy in games (GEE, 2007a, 2007b, 2005, 2004), education and schooling (ANDREOTTI; SOUZA, 2007) educational practices in games (SQUIRE, 2006) and learning to learn (WIRTH; PERKINS, 2008) for significant forms of learning, among other authors. The methodology is delimited in the studies about qualitative analysis (NEVES, 2006), while the data collection is limited to recorded interviews and written questionnaires. It is possible to perceive, in the context of those involved, learning about school contents issues and, at the same time, educational formations, such as overcoming mood problems, shyness, and ethical social awareness.