Ludus Magisterium: uma rede de aprendizagem em torno dos jogos de tabuleiro na educação

Abstract

The contemporary context of board games, especially developed from the beginning of the 21st century, has been attracting a growing number of educators. In recent years, networks were formed and began to articulate discussions and initiatives, allowing the development of teaching knowledge about the nature and pedagogical use of this type of game. Among these networks, Ludus Magisterium, created by educators from Rio de Janeiro, brought together more than a hundred participants in its founding year (2019), their WhatsApp group served as a field of exchange and theoretical support, and a point to schedule face-to-face meetings promoted by the network. Through the analysis of conversations with and among its members, the present dissertation sought to understand the nature of its network and how the so-called "board educators" experience everyday life, and how they integrate the game as a pedagogical strategy. The research pursued specific objectives including: observing how Ludus Magisterium educators build their expertise in teaching through games; how they find their peers and interact, and what would be the fruits of such interactions; and what is the sociopolitical identity of the actions of those who use board games in education. The work considers theoretical supports from different areas of knowledge, such as ludology, education and sociology, uses both conversation and prosopography methodologies to constitute, on the one hand, an interpretive analysis of the material constructed with the subjects, and on the other, a collective profile. As a result, it was noticed, among many other interpretative elements, that the network researched in the cut-out period presented an interdisciplinary bias, and was composed, in its majority, by researchers and education professionals, interested in the exchange of knowledge and educational practices about/ with board games. The network subjects were also sensitive to the social circumstances experienced by one or all of them – which expanded the collective identity of the network participants.