Jogos de entrelaçar fios: diálogos com as epistemologias feministas da ciência e da tecnologia na aprendizagem voltada ao desenvolvimento de jogos

Abstract

As with other technological areas, game development is still mostly excludent for different social groups, such as women, lesbians, bisexuals, transvestites, transexuals, transgender and intersex (LGBTI +), from different ethnic-racial groups (as blacks and indigenous people), as indicated by censuses about the game industry. With this scenario in mind, I seek to explore learning practices in game development as a possibility to promote the participation and visibility of these social groups. To this end, I seek the contributions from the epistemologies of science and technology, in authors such as Donna Haraway and Susan Leigh Star, which allow us to consider gender and race/ethnicity issues in the technoscientific spheres, as well as to question what is considered “knowledge”and how is it constructed. Furthermore, it considers “learning as/in practice”, a category used by Jean Lave, which allows an approach to learning that takes into account its potential for social transformation, as well as it makes visible the processes that foster polarizations between knowledge considered “valid” and “subaltern”, the second being usually delegated to marginalized subjects in the society, such as the groups mentioned here. Based on this theoretical discussion, I carry out two studies at events: at Glitch-tyba, in Curitiba, and at the Women Game Jam 2020, online, in order to get to know people’s reports, experiences and experiences and their relationship with the development of games, seeking to identify the social and situated character of learning as an aspect of participation in communities of practice.