Ressignificando o ensino de sociologia: o uso de narrativas gamificadas como prática pedagógica para o estudo das relações de gênero
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Data
2020-10-29
Autores
Ceron, Ariad Cristina Fernandes Aranha
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Universidade Estadual Paulista (Unesp)
Resumo
O presente trabalho tem por objeto de análise o uso de narrativas gamificadas como prática pedagógica para o estudo das relações de gênero nas aulas de Sociologia. A pesquisa foi elaborada a partir da constatação da necessidade de práticas inovadoras dentro do ambiente escolar. As tecnologias comunicacionais fazem parte da vida dos discentes, de modo que se torna relevante integrá-las, a fim de conectar alunos, professores e conhecimento científico. Ao analisar como os discursos de gênero estão apresentados nas narrativas dos jogos de vídeo game, foi possível estabelecer uma prática pedagógica capaz de levar o discente a interagir de forma mais integrada com o conteúdo e aulas de sociologia. Por meio de uma reflexão sobre a trajetória histórica da instituição escolar e sua função social, dando ênfase ao ensino médio e sua relação com o ensino de Sociologia, apresentamos uma possibilidade de ampliar o sentido e inserção que os conteúdos e a disciplina de Sociologia têm na vida dos estudantes. A proposta abordou conteúdo da disciplina pela utilização e análise de games. A fim de problematizar e desnaturalizar práticas sociais e relações de gênero, os alunos tiveram contato com duas narrativas gamificadas previamente escolhidas, Rise of the Tomb Raider e Assassin’s Creed Odyssey. Os resultados da atividade foram significativos, a percepção dos alunos a respeito dos jogos e do papel da mulher nesse espaço se modificou, de modo que passaram a perceber que as problematizações sociológicas estão presentes em todas as esferas da vida social. Esta mudança de perspectiva propiciou a materialização do processo de desnaturalização de práticas sociais associadas às relações de gênero. Deste modo, o objetivo da prática educativa se concretizou, estabelecendo a conexão entre o cotidiano dos estudantes e as teorias que fundamentam os conteúdos da área da Sociologia.
The aim of the present study is to analyze the use of gamified narratives as a pedagogical practice for the study of gender relations in Sociology classes. The research was developed based on the observation of the need for innovative practices within the school environment. Communication technologies are part of the students' lives, so it becomes relevant to integrate them in order to connect students, teachers and scientific knowledge. By analyzing how gender discourses are presented in video games narratives, it was possible to establish a pedagogical practice capable of leading students to interact in a more integrated way with the content and the sociology classes. Through a reflection on the historical trajectory of the school institution and its social function, with emphasis on high school and its relationship with the teaching of Sociology, we present a possibility to expand the meaning and insertion that the contents and subject of Sociology have in the students' lives. The proposal addressed the content of the subject through the use and analysis of games. In order to problematize and denaturalize social practices and gender relations, students had contact with two previously chosen gameficated narratives, Rise of the Tomb Raider and Assassin’s Creed Odyssey. The results of the activity were significant, the students' perception of games and the role of women in this space changed, so that they began to realize that sociological problems are present in all spheres of social life. This change in perspective provided the materialization of the denaturalization process of social practices related to gender relations. In this way, the objective of the educational practice was achieved, establishing the connection between students' daily lives and the theories that support the contents of the Sociology area.
The aim of the present study is to analyze the use of gamified narratives as a pedagogical practice for the study of gender relations in Sociology classes. The research was developed based on the observation of the need for innovative practices within the school environment. Communication technologies are part of the students' lives, so it becomes relevant to integrate them in order to connect students, teachers and scientific knowledge. By analyzing how gender discourses are presented in video games narratives, it was possible to establish a pedagogical practice capable of leading students to interact in a more integrated way with the content and the sociology classes. Through a reflection on the historical trajectory of the school institution and its social function, with emphasis on high school and its relationship with the teaching of Sociology, we present a possibility to expand the meaning and insertion that the contents and subject of Sociology have in the students' lives. The proposal addressed the content of the subject through the use and analysis of games. In order to problematize and denaturalize social practices and gender relations, students had contact with two previously chosen gameficated narratives, Rise of the Tomb Raider and Assassin’s Creed Odyssey. The results of the activity were significant, the students' perception of games and the role of women in this space changed, so that they began to realize that sociological problems are present in all spheres of social life. This change in perspective provided the materialization of the denaturalization process of social practices related to gender relations. In this way, the objective of the educational practice was achieved, establishing the connection between students' daily lives and the theories that support the contents of the Sociology area.
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Palavras-chave
Ensino médio, Ensino de sociologia, Relações de gênero, Jogos de videogame, Ressignificação, High school, Sociology teaching, Gender relations, Videogame games, Resignification