RPG Humanista: uma proposta de diálogo entre a aprendizagem centrada no estudante e os roleplaying games
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Data
2020-08-21
Autores
Yoshimura, Gustavo Koiti
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Com a crescente busca por abordagens alternativas à Tradicional, a Abordagem Humanista de Carl Rogers, conhecida como Aprendizagem Centrada no Estudante, apresenta uma visão diferenciada referente ao processo de aprendizagem, e considera a totalidade do indivíduo na aquisição de conhecimento: sua cognição, suas experiências, seus sentimentos e desejos. Os Role Playing Games, comumente conhecidos por RPG, possuem características semelhantes ao Humanismo rogeriano, uma vez que tal jogo não se baseia apenas em habilidades mentais dos jogadores, mas também envolve outras facetas de sua humanidade durante sua interpretação e interação com personagens e história. No intuito de utilizar o RPG como uma ferramenta para uma aprendizagem humanista, buscou-se a opinião de professores e pesquisadores do Ensino de Ciências quanto a validade desta proposta, além de elaborar Narrativas, como são chamadas as histórias nos quais os jogadores interpretam seus personagens, estruturalmente coesas, i.e., que os conteúdos específicos estejam entremeados na história, de forma que não seja necessária a interrupção desta para a exposição de teoria. Para este fim, objetivou-se criar um Sistema de regras de RPG e algumas Narrativas investigativas, aplicados com dois grupos diferentes: um de jogadores experientes, para testar as regras elaboradas, e o já citado grupo de profissionais da área do Ensino. Optou-se pela técnica de Grupo Focal para a coleta de dados e Análise de Discurso para a análise dos dados coletados. Como resultados, pode-se observar a coesão narrativa inicialmente proposta, onde não apenas o tópico específico de Química inicialmente considerado estava presente, mas também tópicos de outras disciplinas, tais como Direito e Ecologia, surgiram durante o desenvolvimento da Narrativa pelos jogadores e sem que houvesse a necessidade de interromper o jogo para realizar uma exposição teórica sobre o assunto tema do jogo. Além de conteúdos específicos, também foi notável a presença de diversas situações nas quais os jogadores puderam utilizar e aprimorar suas habilidades de interação social, tais como argumentação e tomada de decisões. Após uma análise minuciosa da sessão de jogo, os profissionais do Ensino demonstraram interesse na proposta, entretanto apontaram a resistência de participação e a dificuldade em interpretar um personagem como possíveis limitações da proposta.
With the growing search for Traditional-alternative approaches, Carl Rogers's Humanist Approach, known as Student-Centered Learning, shows a different view relative to the learning process, considering person's totality knowledge acquisition: their cognition, their experiences, their feelings and goals. The Role-Playing Games, also known as RPG, have similar characteristics with rogerian humanism, as this game is not dependent solely on the players mental capabilities, but also rely on other facets of their humanity during their interpretation and interaction with characters and story. Aiming to use RPG as a tool for a humanistic learning, the standpoint of Science Education professors and researchers about this premise's validity were sought, aside from elaborating Narratives, as are called the stories in which the players roleplay their characters, and that they be consistent structurally, i.e., their specific topics be interwoven in the story, and it's interruption for a lecture be unnecessary. For this, were aimed the creation of an RPG rule System and a few investigative-based Narratives, tested with two specific groups: one with seasoned players, for rule testing, and the aforementioned Education professionals. The Focal Group technique was chosen for data collect, and Discourse Analysis for data analysis. As results, it can be observed the initially-proposed narrative consistency, in which not only the initially-proposed Chemistry-specific topics were present, but also topics of other subjects, such as Law and Ecology, emerged along the development of the Narrative by the players and without interruptions for a lecture about the game's subject theme. Specific topics aside, it was remarkable the plethora of situations in which the players could utilize and improve their social interaction abilities, such as argumentation and decision-making. After a thorough analysis of the game's session, the Education professionals showed interest in the premise, however mentioned participation-resistance and roleplay-difficulty as possible limitations of proposal made.
With the growing search for Traditional-alternative approaches, Carl Rogers's Humanist Approach, known as Student-Centered Learning, shows a different view relative to the learning process, considering person's totality knowledge acquisition: their cognition, their experiences, their feelings and goals. The Role-Playing Games, also known as RPG, have similar characteristics with rogerian humanism, as this game is not dependent solely on the players mental capabilities, but also rely on other facets of their humanity during their interpretation and interaction with characters and story. Aiming to use RPG as a tool for a humanistic learning, the standpoint of Science Education professors and researchers about this premise's validity were sought, aside from elaborating Narratives, as are called the stories in which the players roleplay their characters, and that they be consistent structurally, i.e., their specific topics be interwoven in the story, and it's interruption for a lecture be unnecessary. For this, were aimed the creation of an RPG rule System and a few investigative-based Narratives, tested with two specific groups: one with seasoned players, for rule testing, and the aforementioned Education professionals. The Focal Group technique was chosen for data collect, and Discourse Analysis for data analysis. As results, it can be observed the initially-proposed narrative consistency, in which not only the initially-proposed Chemistry-specific topics were present, but also topics of other subjects, such as Law and Ecology, emerged along the development of the Narrative by the players and without interruptions for a lecture about the game's subject theme. Specific topics aside, it was remarkable the plethora of situations in which the players could utilize and improve their social interaction abilities, such as argumentation and decision-making. After a thorough analysis of the game's session, the Education professionals showed interest in the premise, however mentioned participation-resistance and roleplay-difficulty as possible limitations of proposal made.
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Palavras-chave
Carl Rogers, Aprendizagem centrada no estudante, Profissionais do ensino, Proposta didática alternativa, Student-centered learning, Education professionals, Alternative didactic proposal