Playing with the language for critical and creative training: RPG as a mediated learning track
This article discusses learning possibilities with digital games for language teaching and learning (Kleiman, 2000; Kress, 2003; Ribeiro, 2015, 2016, 2019, 2020) in dialogue with critical thinking (Cruz; Dominguez; Pain-Carreira, 2019) and creativity (Kneller, 1978; Vygotsky, 2014). A game track in...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Institución: | Pontifícia Universidade Católica de São Paulo (PUC-SP) |
| Repositorio: | Revista e-Curriculum |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/54734 |
| Acceso en línea: | https://revistas.pucsp.br/index.php/curriculum/article/view/54734 |
| Access Level: | acceso abierto |
| Palabra clave: | ensino da linguagem Role-Playing Game pensamento crítico e criativo BNCC enseñanza del lenguaje pensamiento crítico y creativo language teaching critical and creative thinking |
| Sumario: | This article discusses learning possibilities with digital games for language teaching and learning (Kleiman, 2000; Kress, 2003; Ribeiro, 2015, 2016, 2019, 2020) in dialogue with critical thinking (Cruz; Dominguez; Pain-Carreira, 2019) and creativity (Kneller, 1978; Vygotsky, 2014). A game track in the narrative of a Role-Playing Game (RPG) is proposed in light of Jackson (1994), Schick (1991), and Vasques (2008), with the aim of fostering critical thinking and creativity in the final grades of Elementary School during the language teaching process. Throughout this path, possibilities were perceived for motivating meaningful relationships that enable students to acquire important linguistic competencies, as required by the Brazilian Common Core State Standards [Base Nacional Comum Curricular – BNCC] (Brasil, 2018), in a way that sharpens their learning and language development. |
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