CAITA: modelo de unidade de estudo para o desenvolvimento colaborativo de RPG no ensino de artes

Abstract

The teaching of Art Education today is intertwined with contemporary themes such as digital technologies and visual culture themes, their productions, and their meanings, their sharing. Thus, Educational Technologies have an important role, as a possibility to modify and integrate teaching spaces, acting as a propeller of encounters between these themes, problematizing images and shifting perspectives. This research is a master's thesis developed in the Postgraduate Program in Educational Technologies Network, in the Research Line Development of Educational Technologies Network, and proposes to find methodological paths that can be followed for the collaborative development of role-playing games linked to Visual Culture for the interdisciplinary teaching of Visual Arts. For the research, concepts of Visual Culture (MARTINS, 2015; NASCIMENTO, 2020; HERNÁNDEZ, 2020), Instructional Design (FILATRO, 2008, 2010; BOLER AND KAPP, 2018) and role-playing games (EWALT, 2016; WIZARDS, 2014, 2017, 2019) were used. As methodology we adopted a mixed qualitative approach including cartography, netnography and collaborative research. As a result, we present as a product of this research the CAITA model, a model of a unit of study for teachers to act in the mediation of game development, intending questioning, invention of images and spaces for dialogue. CAITA aims to offer to teacher-mediators and managers a possibility for the development of interdisciplinary teaching projects through the development of role-playing games. To evaluate CAITA, questionnaires were applied to analyze the techno-scientific, pedagogical, communicational, technological and organizational dimensions (FILATRO, 2015). The main results of the evaluation are the positive reception of the model, especially by teachers and the understanding of the potential of collaborative and interdisciplinary teaching of Visual Arts through Visual Culture, which can be adapted to each reality. The model reaches the goal of presenting a possibility of interdisciplinary articulation of the development of role-playing games, which can still unfold in many didactic and pedagogical possibilities according to the needs of each teacher-mediator.