A presente pesquisa aborda a temática do uso de jogos na educação básica. Especificamente, trata dos RPGs (role-playing games), jogos de interpretação de personagem, como um recurso para estimular a iniciação científica no ensino de história. A partir da prática do RPG, buscou-se evidenciar momentos de pesquisa a partir de situações-problema apresentadas durante as sessões, bem como a partir da imersão dentro do cenário de jogo. Ao permitir uma simulação, que também é uma imaginação, do passado e articulando saberes prévios com a formação de conceitos formais do conhecimento histórico, o RPG se torna um mecanismo útil para as aprendizagens significativas em história – dentre as quais se destacam a concepção de agência histórica e o aprendizado de situações históricas: contextos, estruturas e conjunturas. As práticas foram conduzidas com alunos e alunas do sétimo ano do ensino fundamental da EMEF Paulo VI – Canoas-RS, a partir da formação de um grupo focal cujos encontros se deram dentro do espaço escolar no turno contrário às aulas regulares. / This research addresses the use of role-playing games as a resource to stimulate a scientific initation on the learning process of the history teaching action. From the practical use of RPGs and the student immersion in the game scenery, one seeks to shine a light upon research moments within the roleplaying sessions. Through simulation and creation upon the thematic past of the sessions and articulations with previous knowledge of the student and the formal learnings of historiographic concepts, RPG becomes an useful mechanism for meaningful History experiences - for example, learning the historic agency concept or the historical situations framework: context, structure and conjuncture. The practical applications of our theory were experimented with students of the seventh grade of brazilian elementary school at EMEF Paulo VI - Canoas-RS, who formed a focal group whose meetings took place within the school space after the regular class' shift.

Made available in DSpace on 2016-04-26T14:54:50Z (GMT). No. of bitstreams: 1 Sergio Perales Francisco.pdf: 4713850 bytes, checksum: 31caa18f00717117e23d80fb413ec484 (MD5) Previous issue date: 2014-06-04 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This paper discusses the thesis that the role-playing games (Role Playing Games Representation), are a more effective way of learning through which notions such as socialization, expanding the imagination, intuition and logic are enhanced. It also seeks to identify to what extent the Role-Playing Game (RPG) for its characteristics of cooperative action, enables people to develop beyond this enlargement and complexity of individual imagination and capacity for collective action, the jurisdiction of textual production. If this game mode is established as a research object, its environment is in the universe of cyberspace, space traversed by issues such as the entangled society , the establishment of a culture of convergence of informational wide availability and the relationship between privacy and identity. The gaze is directed to this space to see how the youngsters playing RPG meet and exchange experiences, knowledge and worldviews, and the way that redefine their identities, and, of course, seek the fun with the game / Este trabalho pretende discutir a tese de que os jogos de Role-Playing (Jogos de Representação de Papéis), constituem uma forma mais efetiva de aprendizado por meio da qual noções como socialização, ampliação do imaginário, intuição e lógica podem ser aprimoradas. Busca também identificar até que ponto o Role-Playing Game (RPG), por suas características de atuação cooperativa, possibilita desenvolver, além desse alargamento e complexificação do imaginário individual e da capacidade de atuação coletiva, a competência da produção textual. Se esta modalidade de jogo se institui como objeto de pesquisa, seu ambiente encontra-se no universo da cibercultura, espaço atravessado por questões como as da sociedade enredada, da constituição de uma cultura de convergência, da ampla disponibilidade informacional e da relação entre privacidade e identidade. O olhar é direcionado para esse espaço para perceber como os jovens que jogam RPG se encontram e trocam experiências, conhecimentos e visões de mundo, e o modo com que redefinem suas identidades, além de, claro, procurarem a diversão com o jogo

This thesis examines the architecture and space simulated in massively multiplayer online role-playing games (MMORPGs) and argues that the hand which guides the design of virtual architecture and space in these games originates from the same primogenitor of traditional mythology. The simulation of the game-world and the performance of in-game elements which include, avatars, player characters, non-player characters (NPCs), and artifacts, is regulated by the semantics of an in-game narrative that maintains a core structure of hierarchical spaces and traditional and modified architectural paradigms. Hierarchical spaces and architectural interventions are used to curate a mythologically derived model of personal transformation known as the ‘Hero Cycle’ that is based on hermeneutic principles whereby the identity of the collective is required to understand the identity of the individual. As a result, this cycle of personal transformation relies on the integration of the individual with the collective and is a revitalizing process within society. While it is believed that contemporary (computer) role-playing games (RPGs) are built on the shoulders of early pen and paper (PNP) role-playing games, both the early PNP and later RPGs are in fact founded on principles of ritual movement through space, developed by traditional mythology to enact Hero Cycles and by ritualized religious worship, to symbolically enact mythology. Role-playing games can bring forth the benefits of the experience of mythological progenitors of cultural narratives and religious theology. In-game, a narrative is presented to players as the face of the collective identity of the game-world and incorporates many traditional (and modified) iconographic and architectonic typologies that support the semantics of game-play and the theology that ties the game-mechanics to the narrative.

This thesis examines the architecture and space simulated in massively multiplayer online role-playing games (MMORPGs) and argues that the hand which guides the design of virtual architecture and space in these games originates from the same primogenitor of traditional mythology. The simulation of the game-world and the performance of in-game elements which include, avatars, player characters, non-player characters (NPCs), and artifacts, is regulated by the semantics of an in-game narrative that maintains a core structure of hierarchical spaces and traditional and modified architectural paradigms. Hierarchical spaces and architectural interventions are used to curate a mythologically derived model of personal transformation known as the ‘Hero Cycle’ that is based on hermeneutic principles whereby the identity of the collective is required to understand the identity of the individual. As a result, this cycle of personal transformation relies on the integration of the individual with the collective and is a revitalizing process within society. While it is believed that contemporary (computer) role-playing games (RPGs) are built on the shoulders of early pen and paper (PNP) role-playing games, both the early PNP and later RPGs are in fact founded on principles of ritual movement through space, developed by traditional mythology to enact Hero Cycles and by ritualized religious worship, to symbolically enact mythology. Role-playing games can bring forth the benefits of the experience of mythological progenitors of cultural narratives and religious theology. In-game, a narrative is presented to players as the face of the collective identity of the game-world and incorporates many traditional (and modified) iconographic and architectonic typologies that support the semantics of game-play and the theology that ties the game-mechanics to the narrative.

This thesis is a project-based work accompanied by this short, written component. Entitled, Radical Roleplayers, the project takes the form of a digital roleplaying blog in which the the translation of roleplaying and identity performance is translated from a digital space to the organic, or “real world” environment. The blog serves to critically dissect my own roleplaying, and to challenge what it means to be a roleplayer both in gamespace and online by stepping outside of the rules that allow the community to remain insular and uncontested. Radical Roleplayers explores how I, as a gamer, identify with my digital self, and how I have explored identity through my avatars, role playing games, and game creation. In the form of roleplaying journals, videos, and other digital content, the blog challenges what we know about gaming, identity, and roleplaying, and explore ways in which the notion of radical play allows gamers to develop methods of resistance, expression, control, and safety. Please navigate to http://radicalroleplayers.tumblr.com/ to experience the project.

A presente pesquisa aborda a temática do uso de jogos na educação básica. Especificamente, trata dos RPGs (role-playing games), jogos de interpretação de personagem, como um recurso para estimular a iniciação científica no ensino de história. A partir da prática do RPG, buscou-se evidenciar momentos de pesquisa a partir de situações-problema apresentadas durante as sessões, bem como a partir da imersão dentro do cenário de jogo. Ao permitir uma simulação, que também é uma imaginação, do passado e articulando saberes prévios com a formação de conceitos formais do conhecimento histórico, o RPG se torna um mecanismo útil para as aprendizagens significativas em história – dentre as quais se destacam a concepção de agência histórica e o aprendizado de situações históricas: contextos, estruturas e conjunturas. As práticas foram conduzidas com alunos e alunas do sétimo ano do ensino fundamental da EMEF Paulo VI – Canoas-RS, a partir da formação de um grupo focal cujos encontros se deram dentro do espaço escolar no turno contrário às aulas regulares. / This research addresses the use of role-playing games as a resource to stimulate a scientific initation on the learning process of the history teaching action. From the practical use of RPGs and the student immersion in the game scenery, one seeks to shine a light upon research moments within the roleplaying sessions. Through simulation and creation upon the thematic past of the sessions and articulations with previous knowledge of the student and the formal learnings of historiographic concepts, RPG becomes an useful mechanism for meaningful History experiences - for example, learning the historic agency concept or the historical situations framework: context, structure and conjuncture. The practical applications of our theory were experimented with students of the seventh grade of brazilian elementary school at EMEF Paulo VI - Canoas-RS, who formed a focal group whose meetings took place within the school space after the regular class' shift.

This study seeks to analyze the japanese role-playing video game Valkyria Chronicles. Since the game uses a fictionalized european scene of World War 2 as its setting, it is an interesting object for analysis. The work is done through using the theoretical framework of the use of history as developed by Peter Aronsson among others and Occidentalism, or the representation of the west. The study shows that while the context in which the game’s events occurs in is fictional, the events are heavily influenced by WW2 and fits into categories of history use such as monumental use and furthermore is employed in a way which works in a way to relate the events to a japanese audience by the frequent and heavy use of moral appeal. The occidental tendencies are found in the disdain for metropolitan culture the game displays, and the favoring of the rural milieu

A presente pesquisa aborda a temática do uso de jogos na educação básica. Especificamente, trata dos RPGs (role-playing games), jogos de interpretação de personagem, como um recurso para estimular a iniciação científica no ensino de história. A partir da prática do RPG, buscou-se evidenciar momentos de pesquisa a partir de situações-problema apresentadas durante as sessões, bem como a partir da imersão dentro do cenário de jogo. Ao permitir uma simulação, que também é uma imaginação, do passado e articulando saberes prévios com a formação de conceitos formais do conhecimento histórico, o RPG se torna um mecanismo útil para as aprendizagens significativas em história – dentre as quais se destacam a concepção de agência histórica e o aprendizado de situações históricas: contextos, estruturas e conjunturas. As práticas foram conduzidas com alunos e alunas do sétimo ano do ensino fundamental da EMEF Paulo VI – Canoas-RS, a partir da formação de um grupo focal cujos encontros se deram dentro do espaço escolar no turno contrário às aulas regulares. / This research addresses the use of role-playing games as a resource to stimulate a scientific initation on the learning process of the history teaching action. From the practical use of RPGs and the student immersion in the game scenery, one seeks to shine a light upon research moments within the roleplaying sessions. Through simulation and creation upon the thematic past of the sessions and articulations with previous knowledge of the student and the formal learnings of historiographic concepts, RPG becomes an useful mechanism for meaningful History experiences - for example, learning the historic agency concept or the historical situations framework: context, structure and conjuncture. The practical applications of our theory were experimented with students of the seventh grade of brazilian elementary school at EMEF Paulo VI - Canoas-RS, who formed a focal group whose meetings took place within the school space after the regular class' shift.

Submitted by Bruna Rodrigues (bruna92rodrigues@yahoo.com.br) on 2016-09-13T14:49:46Z No. of bitstreams: 1 DissPTP.pdf: 10221819 bytes, checksum: f1a9a5fc9bc3569835da66d9b81bff42 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-13T19:47:35Z (GMT) No. of bitstreams: 1 DissPTP.pdf: 10221819 bytes, checksum: f1a9a5fc9bc3569835da66d9b81bff42 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-13T19:47:47Z (GMT) No. of bitstreams: 1 DissPTP.pdf: 10221819 bytes, checksum: f1a9a5fc9bc3569835da66d9b81bff42 (MD5) / Made available in DSpace on 2016-09-13T19:47:56Z (GMT). No. of bitstreams: 1 DissPTP.pdf: 10221819 bytes, checksum: f1a9a5fc9bc3569835da66d9b81bff42 (MD5) Previous issue date: 2015-06-15 / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / The advent and popularization of the Internet has enabled the cultural convergence movement, creating numerous online communities as well as the consolidation of collective intelligence. Without being blocked by geographical barriers that once separated them, fans of today are much more active, organized and eager for content. Their voices can now be heard by the companies holding the canonicity of the stories on the internet, through protests on social networks and unofficial content building (fandom culture). Their reactions can influence and even change the original plots. This work aimed to study this phenomenon from the fans perspective and their participation in the evolution of the transmedia universe of Mass Effect games (2007-2012), from Bioware, through its unofficial productions such as fanfiction, specific actions through crowdfunding platforms and interactions via social networking communities like Facebook, in response to the end of game trilogy, which generated great dissatisfaction due to an expectation not fulfilled (from the perspective of those fans). It analyzed the narrative complexity of the work, and how this aspect influenced the relationship with the fans, culminating in this highly organized protest action against the ending, forcing the company holding the canon content to retract and change the ending of its work. / O advento e popularização da internet possibilitou o movimento da convergência cultural, criando inúmeras comunidades online, bem como a consolidação da inteligência coletiva. Sem serem tolidos pelas barreiras geográficas que os separavam, os fãs da atualidade são muito mais ativos, organizados e ávidos por conteúdo. Suas vozes podem agora serem ouvidas pelas empresas detentoras da canonicidade das histórias na internet, através de protestos em redes sociais e da construção de conteúdo não oficial (cultura fandom). Suas reações conseguem influenciar e até mesmo alterar enredos originais. O presente trabalho buscou estudar esse fenômeno sob a ótica da participação dos fãs do universo transmidiático do jogo eletrônico Mass Effect (2007-2012), da empresa Bioware, através de suas produções não oficiais, como fanfictions, ações pontuais através de plataformas de financiamento coletivo (ou crowdfunding) e interações em comunidades via redes sociais, como o Facebook, em resposta ao final da trilogia dos jogos, que gerou grande insatisfação devido à uma expectativa não cumprida (sob a ótica desses fãs). Analisou-se a complexidade narrativa da obra, e como esse aspecto influenciou na relação com os fãs, culminando nesta ação de protesto altamente organizado contra o final, obrigando a empresa detentora do conteúdo cânone a se retratar e alterar o final de sua obra.

Submitted by Automação e Estatística (sst@bczm.ufrn.br) on 2018-05-02T22:11:53Z No. of bitstreams: 1 ZaraCristinaDeAndradeBarbosa_DISSERT.pdf: 1286485 bytes, checksum: ac305da04e2c8d6c6aba84d0ee31d8d0 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2018-05-04T21:54:13Z (GMT) No. of bitstreams: 1 ZaraCristinaDeAndradeBarbosa_DISSERT.pdf: 1286485 bytes, checksum: ac305da04e2c8d6c6aba84d0ee31d8d0 (MD5) / Made available in DSpace on 2018-05-04T21:54:13Z (GMT). No. of bitstreams: 1 ZaraCristinaDeAndradeBarbosa_DISSERT.pdf: 1286485 bytes, checksum: ac305da04e2c8d6c6aba84d0ee31d8d0 (MD5) Previous issue date: 2017-02-21 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Este trabalho é uma pesquisa fenomenológico-hermenêutica de inspiração Heideggeriana, realizada com jogadores de Role Playing Game (RPG). A revisão de literatura mostrou que a produção acadêmica na área da Psicologia a respeito do RPG no Brasil é escassa, porém na Educação os estudos estão crescendo e abordam, em sua maioria, a utilização do jogo em salas de aulas como ferramenta facilitadora do processo de ensino-aprendizagem. Alguns estudos apontam para a eficácia do jogo no ensino de disciplinas escolares. Outros, focam nos benefícios para o desenvolvimento e estimulação da memória e da atenção, além de um melhor desempenho na leitura e escrita. No exterior existe um fluxo bem maior de estudos em Psicologia, abordando os benefícios na melhoria do desempenho cognitivo, desenvolvimento de habilidades sociais, formação de grupos de suporte, bem como ajuda na resolução de conflitos. Assim, estes estudos dão suporte para pensar e discutir o jogo por um caminho que vai além do pedagógico, preocupando-se em olhar para o jogador de RPG enquanto ser-no-mundo que, ao habitar sua existência, pensa e atribui sentidos às suas experiências. Portanto, esta pesquisa teve como objetivo compreender, à luz da hermenêutica heideggeriana, a experiência de ser um jogador de RPG. Para isto, foram realizadas entrevistas narrativas com três jogadores de RPG que demonstraram interesse em participar do estudo. A entrevista partiu de uma pergunta desencadeadora sobre como é para eles ser um jogador de RPG. Após as entrevistas, foram realizadas a leitura e análise das narrativas que tiveram como base o método fenomenológico hermenêutico, por entendermos que este método possibilita um olhar compreensivo do fenômeno, neste caso, a experiência dos jogadores. A partir dessas narrativas, foi possível perceber que o jogo possibilita um espaço no qual esses jogadores sentem-se livres para serem eles mesmos, ocupando um lugar de grande importância em suas vidas. / This work is a Phenomenological-Existential and Heideggerian-inspired research, done with Role Playing Game (RPG) players. The literature review showed that the academic production in the Psychology field about the RPG in Brasil is small, but in the Education and Psychology fields, the studies are growing and adresses, mostly, the use of the game inside the classrooms as a facilitating tool of the teaching-learning process. Some studies point to the effectiveness of the game on the teaching of school subjects. Ohter studies, focuses on the benefits for the development and stimulation of memory and attention, and improvement of the reading and writing performance. Abroad, there is a higher flow of studies in Psychology, addressing the benefits on the improvement of the cognitive performance, development of social skills, creation of support groups and conflicts resolution. These studies gives the support to think and discuss the game with a bias beyond the pedagogical one, worrying to look to the RPG player while being-in-the-world that, when inhabiting its existence, thinks and gives meanings to its experiences. Therefore, this research aims to understand, in the light of Heideggerian hermeneutics, the experience of being a RPG player. Narrative interviews were conducted with three RPG players with a triggering question about how it is for them to be an RPG player. The reading and analysis of the narratives were based on the phenomenological hermeneutic method, because it allows an understanding view of the phenomenon. It was possible to perceive, from the players' narratives, that the game provides a space in which they feel free to be themselves, occupying a place of great importance in their lives.