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Histórias De Aprendizagem Da Língua Inglesa Através De Videogames

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Histórias De Aprendizagem Da Língua Inglesa Através De Videogames UNIVERSIDADE FEDERAL DE ALAGOAS PROGRAMA DE PÓS-GRADUAÇÃO EM LETRAS E LINGUÍSTICA RITACIRO CAVALCANTE DA SILVA Histórias de Aprendizagem da Língua Inglesa Através de Videogames: Uma Experiência em Pesquisa Narrativa Maceió 2015 RITACIRO CAVALCANTE DA SILVA Histórias de Aprendizagem da Língua Inglesa Através de Videogames: Uma Experiência em Pesquisa Narrativa Dissertação de Mestrado apresentada ao Programa de Pós-graduação em Letras e Linguística da Universidade Federal de Alagoas para obtenção do título de Mestre em Letras e Linguística. Área de Concentração: Linguística Aplicada Orientador: Prof. Dr. Sérgio Ifa Maceió 2015 Catalogação na fonte Universidade Federal de Alagoas Biblioteca Central Divisão de Tratamento Técnico Bibliotecário Responsável: Valter dos Santos Andrade S586h Silva, Ritaciro Cavalcante da. Histórias de aprendizagem da língua inglesa através de videogames : Uma experiência em pesquisa narrativa / Ritaciro Cavalcante da Silva. – Maceió, 2015. 238 f.: il. Orientador: Sérgio Ifa. Dissertação (Mestrado em Linguística) – Universidade Federal de Alagoas. Faculdade de Letras. Programa de Pós-Graduação em Letras e Linguística. Maceió, 2015. Bibliografia: f. 138-150. 1. Língua inglesa – Estudo e ensino. 2. Ensino de língua – Meio auxiliares. 3. Vídeo game - Utilização. 4. Pesquisa narrativa. I. Título. CDU: 811.111 AGRADECIMENTOS A Deus, se ele estiver mesmo por aí. A meu orientador, o Prof. Dr. Sérgio Ifa, por me apoiar desde a graduação, e por toda a confiança depositada no mestrado, desde o acolhimento de um projeto com tema incomum na academia, até os últimos instantes. Aos professores e técnicos-administrativos do Programa de Pós-Graduação em Letras e Linguística (PPGLL) da UFAL, por todos os conselhos, ensinamentos e discussões. À Fundação de Amparo de Pesquisa do Estado de Alagoas, não apenas pelo financiamento concedido através de bolsa de mestrado (Processo 60030 271/2013), mas por todo o apoio, paciência, e companheirismo que tive durante meu tempo como técnico em informática naquela instituição. Aos professores Antônio Cícero e Maria do Carmo Gama, do IFAL, por aconselhar um técnico em informática a cursar letras, uma decisão da qual nunca me arrependi. Às professsoras Cláudia Moura e Cleusa Barbosa, do Campus Maceió do IFAL, por ceder seus alunos para esta pesquisa, além de me auxiliar com questões internas da instituição. Aos meus colegas discentes do PPGLL da UFAL, especialmente Everton Marques, Christiane Agra, Lorena Silva, Cataline Leão, Cláudia Moura, Selma Bezerra e Rodolfo Rodrigues. Foram tantas amizadas queridas em tão pouco tempo. Aos membros do grupo LET – Letramentos, Educação e Transculturalidade, por me acolher. Aos meus colegas do Campus Batalha do IFAL, que foram bastante compreensivos quando precisei me ausentar para resolver questões relacionadas à pesquisa. Aos alunos do Campus Maceió do IFAL que participaram desta pesquisa. Vocês fazem parte de uma revolução. A todos os professores que passaram por minha vida. Espero fazer pelos meus alunos o que vocês fizeram por mim. A todos os profissionais envolvidos na criação e desenvolvimento de videogames. O mundo é um lugar um pouco melhor graças a vocês. A minha família, meu centro moral. E, especialmente, à minha mãe, Rita, a quem tudo devo, principalmente a vida. RESUMO Este estudo em Linguística Aplicada investigou a participação de alunos do Ensino Médio de uma escola pública federal de Alagoas com videogames. Objetivo com esta pesquisa identificar (de que natureza são) as implicações da prática de jogar videogame no processo de aprendizagem de língua inglesa de alunos do Ensino Médio. Como justificativa para este estudo, argumento que a crescente relevância dos videogames entre as chamadas novas tecnologias, além das visões pré- concebidas surgidas ao seu redor, convidam a estudá-los com mais atenção. Argumento que a aprendizagem se realiza de forma contextualizada e/ou situada, como propõe Gee (2007), ou tangencial, como defende Portnow (2008). Uso a pesquisa narrativa como metodologia, uma vez que ainda não há estudos com ela e os videogames na aprendizagem de língua inglesa. Os dados da pesquisa foram coletados por meio de entrevistas, questionários, observação de aulas e, especialmente, sessões gravadas em vídeo dos alunos-participantes jogando os videogames e fazendo comentários por meio do protocolo think aloud. Ao analisar as falas de onze alunos- participantes, aponto características do aprendizado através de videogames, a partir de quatro eixos temáticos: a problematização de gêneros e pré-concepções sobre games; experimentando e formulando hipóteses em games; identidade e moratória psicossocial em games; e o papel do linguístico nos videogames. Os resultados apontam que foi possível verificar que o videogame se configura como um veículo multimodal de textos autênticos, cuja aprendizagem se dá de formas situada ou tangencial pelos participantes da pesquisa. Reforço também a importância de se estudar os videogames na academia, dissipando os possíves mitos que (ainda) os cercam. Palavras-chave: Videogames. Aprendizagem de língua inglesa. Pesquisa narrativa. ABSTRACT This study in Applied Linguistics investigated the interactions that high school students from a federal public school from Alagoas, Brazil, made with videogames. With this research, I aim to identify (the nature of) the contribuitions of the act of playing videogames in the English language learning process of high schoolers. To justify this study, I defend that the increasing relevance of the videogames among so-called new technologies, as well as preconceived views developed around them, invite a closer look by the academia. I defend that this kind of learning is either contextualized and situated, as Gee (2007) posits, or tangential, as defended by Portnow (2008). This study follows a methodology of narrative inquiry, due to the lack of research in videogames in comparison with other media and technologies. Research data was collected in the form of interviews, questionnaires, class observation and, especially, recorded gameplay sessions, in which the videogame footage is captured via specialized software, along with reactions from students-participants, via the think aloud protocol. Analyzing excerts from eleven students-participants, I pinpoint some traits regarding learning through videogames, via four thematic axes: problematizing genres and preconceptions about games; experimentation and hypothesising in videogames; identity and psychosocial moratorium in videogames; and the role the linguistic material plays in game. Results show that it is possible to regard the videogame as a multimodal vehicle for authentic texts, in which the participants’ learning took place contextually or tangentially. I also reiterate the importance of analyzing videogames in academia, in order to dispel the possible myths (still) surrounding them. Keywords: Videogames. English language learning. Narrative inquiry. LISTA DE FIGURAS Figura 1 - Golden Axe ................................................................................................................... 12 Figura 2 - Calvinbol ...................................................................................................................... 19 Figura 3 - Características de um jogo (JUUL, 2003) .................................................................... 26 Figura 4 - Elementos do jogo (SCHELL, 2008) ........................................................................... 27 Figura 5 - Os Cegos e o Elefante .................................................................................................. 29 Figura 6 - Outlaw (à esquerda) e Gun (à direita) .......................................................................... 44 Figura 7 - Ludologia versus Narratologia ..................................................................................... 47 Figura 8 - Allods Online ................................................................................................................ 58 Figura 9 - Imagem Promocional de Tomb Raider ......................................................................... 79 Figura 10 - Imagem Promocional de The Walking Dead .............................................................. 80 Figura 11 - Imagem Promocional de The Stanley Parable ........................................................... 81 Figura 12 - Imagem Promocional de Counter-Strike Source ........................................................ 83 Figura 13 - Imagem Promocional de The Elder Scrolls V: Skyrim ............................................... 84 Figura 14 - Imagem Promocional de The Prince of Persia: The Sands of Time ........................... 85 Figura 15 - Escolhas em The Stanley Parable .............................................................................. 94 Figura 16 – Informações via ícones em Tomb Raider .................................................................. 96 Figura 17 - "O fim nunca é o fim" .............................................................................................. 132 LISTA DE TABELAS Tabela 1 - Alunos-participantes da pesquisa ................................................................................. 69 Tabela 2 - Lista dos Instrumentos de Coleta da Pesquisa ............................................................. 74 Tabela 3 - Características dos videogames de deHaan (2005, apud VIDAL, 2011) na interpretação de dados ..................................................................................................................
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