Jogos digitais e educação: o mundo aberto de minecraft na aprendizagem situada ludoletrada

Abstract

Assuming a digital game as an object, this qualitative-interpretative research aims to analyze how the multiplayer mechanics of Minecraftedu’s open world can help teachers to develop a multiliteracy situated learning scenario for content that, in general, has been transmitted, using non-digital technology. In order to achieve this objective, to point out the urgency of such reflections, concepts such as Multiteracies, from the New London Group (NLG) (2000) and COPE and KALANTZIS (2009), COPE, KALANTZIS e PINHEIRO (2020), multimodality in Gunther Kress (2000, 2003, 2006) and (KRESS & VAN LEEUWEN, 2001), as well as those related to ludoliteracy in ZAGAL (2009, 2010) and the use of digital games for the development of situated learning scenarios, in GEE (2004, 2007, 2009). From this theoretical framework will be analyzed how the game mechanics found in the educational version of Minecraft, called Minecraftedu, can help teachers to create teaching and learning designs inserted in an open world interactive experience. The analysis will be based on a matrix that seeks to delimit aspects related to multiliteracy and ludoliteracy, to structural aspects of design related to the teaching of multimodal reading, to the interactivity between the design and the student and also to situated learning. The theoretical reflections and the analysis made in this study led to the observation that the educator, when employing the Minecraftedu game mechanics aiming to elaborate a multiliterated learning design, becomes a designer of digital educational resources, and must acquire a set of specific literacies related to the interactive platform, understanding its game mechanics, to develop group dynamics and different types of activities and designs in the virtual space, in which the student-players will be able to redesign according to their gaming experiences and the pedagogical intentionality of the teacher.