O Role Playing Game (RPG) como estratégia para repensar a prática docente em Ciências

Abstract

The official documents that are references to Science Education on Brazilian context (Lei de Diretrizes e Bases and the Parâmetros Curriculares Nacionais) encourage a broad and complex proceed teaching capable of stimulating dialogue between curriculum subjects, the social-historical context and pre-established knowledge in the natural networks of students, emphasizing the importance of exercise of uncertainty. As proposed the inclusion of this feature in the conduct of the Natural/Biological Sciences teaching-learning process, emerges from this context the study of Role Playing Game (RPG) lectured here, which aimed to reflect the relevance of the RPG as strategy to rethink the teaching practice in the Science Education. To this purpose, we sought to draw a theoretical walk that focuses on the importance of uncertainty in the educational dialogue, working possibilities about aspects such as inquietude, imagination and metaphor in the construction of knowledge process and reconstruct the emergence of the game, setting the aspect of multiple entries of RPG in the educational context. The construction and data processing/analysis happened through nondirective

interviews with RPG’s masters and players audio/video recording, analyzed from thematic discourse analysis (BARDIN, 2011), observing the construction of arguments between shifts speech, worked from pragmadialetical analysis (PÊCHEUX, 2012). We highlight de construction of four categories that emerges of this analysis: 1) community on practice; 2) playfulness on practice; 3) creativity during practice; and 4) learning during practice. The results show the possibility of reflect the teaching practice from the game driving held by the RPG master, highlighting important aspects as the collective construction of the educational process, the mediating role of the teacher and the need for uncertainly in the process of teaching-learning.