CRITICALITY IN THE GAME

GAMIFICATION AS AN EDU-BUSINESS APPROACH

Authors

  • Iasmin Maia Pedro Universidade Federal de Mato Grosso do Sul

Keywords:

Active methodologies, Gamification, Criticality

Abstract

Active methodologies (AM) promote interactive and dialogic learning through a critical perspective that associates knowledge with world transformations (CARVALHO, 2018). However, when we are referring to gamification, a type of AM that uses game design in non-game environments (ALVES, 2015), the applicability of the concept of criticality has a different conception, being used to solve global problems in systems in which users are used as unpaid labor, motivated by the desire to help improve the world (MCGONIGAL, 2011), tending towards a neoliberal character of education  (BALL, 2014). Allocated in the field of Applied Linguistics, considering a conception of criticality in which subjects question and act consciously in the face of knowledge/interpretive circle, suspecting and displacing power relations (PENNYCOOK, 2012), as well as the propositions about neoliberalism concerning market education (BALL, 2014), we will analyze the third part of the book"Reality is broken: why games make us better and how they can change the world", by Jane McGonigal (2011) based on an interpretive research approach (DENZIN; LINCOLN, 2000). Our hypothesis is that questioning social, economic, and financial problems in the world carries a critical character, however, when this exercise is used as a market tool, criticality takes on a neoliberal edu-business context. Therefore, our general objective is to analyze the use of a critical perspective on gamification adopted by McGonigal (2011); specifically, to identify the concept of gamification used and observe the relationship established between solving world problems and gamification. In the chapters analyzed, we found that the author, when considering the resolution of global problems within a sustainable economic engagement driven by intrinsic motivations, adopts a neoliberal philanthropic criticality and not for the decentering of power relations.

Author Biography

Iasmin Maia Pedro, Universidade Federal de Mato Grosso do Sul

Professora na Universidade Federal de Mato Grosso do Sul, formada em  Letras - Português/Inglês e mestranda em Estudos de Linguagens pela mesma instituição; especialista em "Educação Bilíngue" pela UniDombosco e em "Gamificação” pela Universidade Federal de São Carlos. Atuou como membro dos projetos de extensão Laboratório de Revisão de Textos Acadêmico-científicos (LABREV - UFMS) e Programa de ensino de línguas (PROGELI - UFMS). Possui interesse em Gamificação e no ensino de língua estrangeira, sob a perspectiva teórica dos letramentos críticos, participando do grupo de pesquisa "Letramentos e Feminismos", coordenado pela Profa. Dra. Fabiana Biondo.

References

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ALVEZ, Flora. Gamification: como criar experiências de aprendizagem engajadoras. São Paulo: DVS Editora, 2015.

BALL, Stephen John. “Nova” filantropia, capitalismo social e política educacional. In: BALL, Stephen J. Educação global S.A: novas redes políticas e o imaginário neoliberal. Paraná: Editora UEPG, 2014.

CARVALHO, Alessandra Aparecida de et al. Gamificação no processo ensino-aprendizagem. In: NEVES, Vander José et al. Metodologia ativas: perspectivas teóricas e práticas no ensino superior. Campinas: Pontes Editores, 2018.

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Published

2024-01-15

How to Cite

Maia Pedro, I. (2024). CRITICALITY IN THE GAME: GAMIFICATION AS AN EDU-BUSINESS APPROACH. SUD, 12. etrieved from https://submissao-esud.ufms.br/home/article/view/19

Issue

2023: Anais ESUD|CIESUD

Section

ESUD2023_Artigos Científicos | Trilha Temática III - Modelos pedagógicos e metodologias

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Copyright (c) 2024 Iasmin Maia Pedro

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