Jogando e aprendendo : os videogames como forma de viver/conhecer.

Abstract

Throughout human history, many technological advancements were made, many of which have resulted in new tools. Within the framework of complexity theory, these tools can be enablers of powerful transformations. Video-games are an example of a recent technology development presenting one with a plethora of possibilities for new experiences, including learning. Based on that, I've designed the following problem/situation and did research on the following question: video-game playing by teenagers results in new ways of interacting, some of which are provided uniquely by that media. How to gather evidence of the “complexification” of these interactions? By trying to tackle this problem, I've taken into consideration the fact that every human being learns in their own personal and unique way, and, in that context, I've thought of video-games and their relation to Maturana & Varela's theory, Biology of Knowledge. I've also relied extensively on the broader paradigm of complexity, referring to authors such as Atlan, von Foerster, Morin and Levy. I've also relied on authors involved in game studies, such as Gee, Squire and Steinkuehler. Huizinga was also helpful when it came to thinking not only of videogames as a modern media, but also of their impact as a learning tool. The methodology of the investigation was characterized by Passos and Kastrup's research-intervention. Fifteen meetings were held, with eight participants, all of whom were teenagers. Each meeting lasted for two hours, and consisted mainly of video-game playing. I've kept a log to record the experiences and tried to treat the subjective aspects as an inseparable dimension of the learning process of each subject. I've used the Cartographic Method of Research to manage these logs. This has allowed me to know and observe the subjects while they were immersed in the experiences. The complexification of the subjects by autopoiesis – a system capable of self-producing and maintaining itself autonomously – could be readily observed. Technologycoupling behavior was also observed. Despite video-games being fixed systems, they allowed for the emergence of different ways of experiencing narratives, with the paths taken by the players being highly individualized, showing their abilities to become autonomous subjects.