Jogos digitais como recursos educacionais abertos na formação de professores

• Ano de defesa: 2024
• Autor(a) principal: Londero, Fabrício Tonetto
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação; UFSM; Programa de Pós-Graduação em Educação; Centro de Educação
• Palavras-chave em Português: Jogos; Tecnologias educacionais; Aprendizagem; Games; Educational technologies; Learning; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/33486

Digital games are popular as a form of entertainment for all age groups. Through a playful and interactive approach, games can aid in the learning process in several areas, including teacher training. In addition, games allow the exploration of different educational methods and contexts, broadening the perspective of teachers. Therefore, the general objective of this work is: To understand how digital games developed as Open Educational Resources (OER) can be integrated into pedagogical practices to support teacher training and promote playful learning. The hypothesis is that by adapting digital games as playful OER for teacher training courses, it is possible to identify challenges and potentialities related to the integration of these technologies into pedagogical practice. The research investigates how the integration of digital games as playful OER can contain challenges and potentialities in teacher training, contributing to the development of more contextualized pedagogical practices. The specific objectives are: 1) To investigate the perceptions of pre-service teachers in undergraduate courses about digital games as playful OER in teacher training; 2) Identify skills that pre-service teachers consider necessary for the integration of games as OER in education; 3) Analyze the challenges and possibilities faced by pre-service teachers when implementing games as OER, considering the potential of playfulness; 4) Reflect on the importance of working with games with an emphasis on playfulness as OER in teacher training. The development of the work was governed by Design-Based Research (DBR), and in its conception stage, the Dialogical-Problematizing Matrix (MDP) helped define the theme, the other Cartographic Matrices were produced to analyze the results. A qualitative and exploratory research was carried out on the concepts of games and learning, gamification and playfulness, game-based learning, games in teacher training, and OER. A digital game was also developed and questionnaires were applied to pre-service teachers in undergraduate courses at UFSM, as part of the Guided Teaching practice. After a lecture on education financing, participants played the game as students and answered a questionnaire (51 responses). In a second meeting, the process was repeated in the role of teachers (54 responses), and the data were complemented by observations and feedback from participants. Data analysis demonstrated that pre-service teachers developed autonomy and confidence to integrate games into their teaching practices, confirming the hypothesis that practice with games as playful OER increases the understanding of these resources.