Aprendizagem inventiva na produção de jogos digitais

Abstract

With the progress of digital technologies and the increasing popularity of games, such resources have been gaining relevance in teacher education. However, there are few studies focused on investigating the learning elements of teachers in relation to these tools. In light of this situation, the aim of this research was to establish a mapping of encounters, events, and perceptions related to the production of digital games in a Mathematics Teaching degree program in the northern region of Tocantins, which trigger inventive learning. To provoke experiences, a study involving 12 undergraduate students from the Mathematics Teaching program at the Federal University of Northern Tocantins was conducted. Throughout the investigation, a mapping of the students' discourse was produced, aiming to understand the relations of subjectivity production in the territories called "discipline," "projects and programs," and "scientific dissemination." Additionally, the production of games in the mapped territories was analyzed, taking into consideration the lines and forces acting in that territory. Based on this analysis, it was observed that, although affective forces mobilize these territories, representational forces are also present. It was found that when students produce games in a single territory, the collision between these forces hinders the creation of territorial exits. However, when game production occurs in different territories, territorial exits are observed. Through these productions, the importance of investing in research that investigates the learning of future teachers in relation to tools such as games is highlighted, as these can represent valuable resources for teaching and learning. Furthermore, the research emphasizes the need to consider the various forces present in learning territories in order to create dynamic and inventive environments for student development. In summary, there is an emphasis on the need for an inventive, diversified, and creative approach in teacher education, considering multiple factors and learning contexts that provoke the production of subjectivities and worlds