O Diário do aventureiro: o RPG como estratégia de ensino de leitura e produção de textos

Abstract

RPGs have been used as a teaching tool by teachers in various areas, always being referred to as a playful activity without, however, there being, for the most part, theoretical and methodological support within the various areas that refer to their use beyond the dimension of an educational game. In this sense, "The Adventurer's Diary" presents such support so that, rather than explaining the proposed mechanism, it presents a path for using RPGs as a tool for evolving the processes of reading and producing texts at school. To this end, this work addresses two main axes: that of experimentation, which takes place through the simulation of communicative situations with a good degree of authenticity, and that of lexical enrichment, which makes use of cross-cutting themes presented in the National Curriculum Parameters to broaden students' linguistic fluency in different areas of learning. These axes were chosen based on Fauconnier and Turner's theory of conceptual blending, and on the concept of mental spaces previously presented by Fauconnier. The ultimate goal is to use the simulation to fill the students' generic space, allowing them to enrich the possibilities of choosing new inputs that generate new blends for the production of new meanings