Criação de jogos digitais por crianças do ensino fundamental com um jeito hacker de ser: em foco a atividade criadora
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Data
2022-06-09
Autores
Oliveira, Aletheia Machado de
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A presente pesquisa, vinculada ao Programa de Pós-Graduação em Educação da UNESP, Universidade Estadual Paulista “Júlio de Mesquita Filho”, Faculdade de Ciências e Tecnologia, campus de Presidente Prudente-SP, na linha de pesquisa “Processos Formativos, Ensino e Aprendizagem”, tem como temática os jogos digitais, objetos midiáticos culturais que se constituem expoentes da cultura digital, e são amplamente utilizados por crianças e jovens em diversos contextos. Uma das possibilidades de utilização desse recurso é o contexto educacional. Nesse sentido, esta pesquisa tem como objetivo analisar como a realização de atividade em ambiente de desenvolvimento de jogos pode contribuir para potenciar a atividade criadora de crianças dos anos iniciais do ensino fundamental mediada pelas Tecnologias Digitais da Informação e Comunicação (TDIC). Os levantamentos referentes à construção da fundamentação teórica acerca do conhecimento sobre a temática tiveram como referências: Nelson De Luca Pretto, José Armando Valente, Lynn Alves, Lev Semenovich Vigotski, Manuel Jacinto Sarmento, dentre outros. Delineada como uma investigação qualitativa, de cunho analítico-descritivo, e constituída de uma pesquisa-intervenção, a pesquisa foi desenvolvida contemplando dois momentos. No primeiro, buscamos conhecer quem são essas crianças, suas preferências e modos de utilização dos jogos digitais em sua vida cotidiana e escolar. Para tal, contamos com a participação de crianças da faixa etária 09-12 anos, estudantes de 4º e 5º anos do ensino fundamental e contextos da escola pública do município de Juiz de Fora, MG, em que elas estão matriculadas. Quanto aos instrumentos, optamos pelo roteiro semiestruturado criado via Formulários Google e por anotações de campo para a recolha de dados. No segundo momento, convidamos as crianças a participarem de uma oficina de construção de jogos digitais. Para o levantamento dos dados, elegemos o grupo focal, a observação participante natural e a análise documental como técnicas para a coleta dos dados aplicadas. Os instrumentos empregados foram as anotações de campo combinadas com a audiogravação. Em relação ao método para análise e interpretação dos dados, utilizamos o método de análise de conteúdo proposto por Laurence Bardin. Como resultados, obtidos por meio da inter-relação dos dados presentes no Formulário Google, anotações de campo e na intervenção, constatamos que são crianças gamers da Geração C e com a tecnologia integrada ao seu cotidiano. Nesse sentido, conhecer as experiências e interesses das crianças em relação às TDIC, transformar os espaços escolares em espaços de exploração e invenções criativas, trabalhar com projetos de interesse da criança e com temas mais próximos da sua realidade, colocar as crianças em posição de protagonistas do processo e guiá-las realizando mediações técnicas e estéticas no processo de criação de jogos digitais, dentre outros resultados, corrobora a tese de estudo de que o uso das TDIC como ferramenta cognitiva na criação de jogos digitais em contexto escolar pelas crianças, com um “jeito hacker de ser”, potencializa a atividade criadora. Esperamos ter oferecido contribuições para avançarmos nas discussões junto aos docentes e escolas sobre a inserção das TDIC na educação, anunciando outras realidades possíveis de serem construídas ao pensarmos que é viável articular as dimensões pedagógicas com as sociais de uso das tecnologias digitais como meio para o desenvolvimento da atividade criadora nas crianças.
The present research, linked to the Graduate Program in Education at UNESP, Universidade Estadual Paulista “Júlio de Mesquita Filho”, Faculty of Science and Technology, Presidente Prudente campus, São Paulo, Brazil, in the line of research “Formative Processes, Teaching and Learning”, has as its focus digital games, cultural media objects that constitute exponents of digital culture and are widely used by children and young people in different contexts. One of the possibilities of using this resource is the educational context. In this sense, this research aims to analyze how carrying out an activity in a game development environment can contribute to enhancing the creative activity of children in the early years of elementary school mediated by Digital Information and Communication Technologies (DICTs). The surveys referring to the construction of the theoretical foundation regarding the knowledge on the subject had as references: Nelson De Luca Pretto, José Armando Valente, Lynn Alves, Lev Semenovich Vygotsky, Manuel Jacinto Sarmento, among others. Designed as a qualitative investigation, of an analytical-descriptive nature, and constituted of an intervention research, the research was developed contemplating two moments. First, we sought to know who these children are, their preferences and ways of using digital games in their daily and school life. To this end, we counted with the participation of children aged 09-12 years, students from the 4th and 5th years of a public elementary school in the city of Juiz de Fora, MG, Brazil, in which they are enrolled. As for the data collection instruments, we opted for a semi-structured script created via Google Forms and field notes at this first moment. In the second moment, we invited the children to participate in a digital game construction workshop. We chose the focus group method, naturalistic observation, and document analysis as techniques for the data collection applied in the second moment of the research. The instruments used were field notes combined with audio recording. Regarding the method for analyzing and interpreting the data, we used the content analysis method proposed by Laurence Bardin. As a result, obtained through the interrelation of the data present in the Google Form, the field notes and through the intervention, we found that they are child gamers of Generation C with technology integrated into their daily lives. In this sense, knowing the experiences and interests of these children in relation to the DICTs, transforming school spaces into spaces for exploration and creative inventions, working with projects of interest for the children and with topics closer to their reality, putting children in a position of protagonists of the process and guiding them by performing technical and aesthetic mediations in the process of creating digital games, among other results, corroborates the study's thesis that the use of DICTs as a cognitive tool in the creation of digital games in a school context by children, with a “hacker way of being”, enhances creative activity. We hope to have offered contributions to improve the discussions with teachers and schools on the insertion of DICTs in education, announcing other realities that can be built when we think that it is feasible to articulate the pedagogical dimensions with the social dimensions of the use of digital technologies. as a means for the development of creative activity in children.
The present research, linked to the Graduate Program in Education at UNESP, Universidade Estadual Paulista “Júlio de Mesquita Filho”, Faculty of Science and Technology, Presidente Prudente campus, São Paulo, Brazil, in the line of research “Formative Processes, Teaching and Learning”, has as its focus digital games, cultural media objects that constitute exponents of digital culture and are widely used by children and young people in different contexts. One of the possibilities of using this resource is the educational context. In this sense, this research aims to analyze how carrying out an activity in a game development environment can contribute to enhancing the creative activity of children in the early years of elementary school mediated by Digital Information and Communication Technologies (DICTs). The surveys referring to the construction of the theoretical foundation regarding the knowledge on the subject had as references: Nelson De Luca Pretto, José Armando Valente, Lynn Alves, Lev Semenovich Vygotsky, Manuel Jacinto Sarmento, among others. Designed as a qualitative investigation, of an analytical-descriptive nature, and constituted of an intervention research, the research was developed contemplating two moments. First, we sought to know who these children are, their preferences and ways of using digital games in their daily and school life. To this end, we counted with the participation of children aged 09-12 years, students from the 4th and 5th years of a public elementary school in the city of Juiz de Fora, MG, Brazil, in which they are enrolled. As for the data collection instruments, we opted for a semi-structured script created via Google Forms and field notes at this first moment. In the second moment, we invited the children to participate in a digital game construction workshop. We chose the focus group method, naturalistic observation, and document analysis as techniques for the data collection applied in the second moment of the research. The instruments used were field notes combined with audio recording. Regarding the method for analyzing and interpreting the data, we used the content analysis method proposed by Laurence Bardin. As a result, obtained through the interrelation of the data present in the Google Form, the field notes and through the intervention, we found that they are child gamers of Generation C with technology integrated into their daily lives. In this sense, knowing the experiences and interests of these children in relation to the DICTs, transforming school spaces into spaces for exploration and creative inventions, working with projects of interest for the children and with topics closer to their reality, putting children in a position of protagonists of the process and guiding them by performing technical and aesthetic mediations in the process of creating digital games, among other results, corroborates the study's thesis that the use of DICTs as a cognitive tool in the creation of digital games in a school context by children, with a “hacker way of being”, enhances creative activity. We hope to have offered contributions to improve the discussions with teachers and schools on the insertion of DICTs in education, announcing other realities that can be built when we think that it is feasible to articulate the pedagogical dimensions with the social dimensions of the use of digital technologies. as a means for the development of creative activity in children.
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Palavras-chave
Jogos digitais, Crianças, Educação Hacker, Atividade criadora, Digital games, Children, Hacker Education, Creative activity