Reconstrução de um RPG de aventura como proposta de intervenção educacional que trata de questões de gênero e sexualidade fundamentado teórica e metodologicamente pelo Modelo de Reconstrução Educacional

Abstract

Two main issues were addressed in this work: the creation of educational games that are theoretically and methodologically grounded, and the inclusion of debates on gender and sexuality in the school environment, such as LGBTQ+ phobia and unwanted pregnancies. The research focused on the review and expansion of the original solo adventure RPG game "Just Another Uncommon Day at School," theoretically and methodologically based on the Model of Educational Reconstruction (MER). The research utilized results from previous evaluations of the game and new analyses to rewrite the content and develop a guide for teachers, providing instructions on the game's application and proposing questions for debates. Two literature reviews were conducted. One on the use of RPGs in teaching, highlighting their potential and limitations, including the construction, evaluation, testing, and application of the game, as well as elements such as game duration and improvisation. This was crucial to understanding the mechanics of the proposed game. The other review focused on the diversity of student and teacher perspectives on gender and sexuality issues, which was essential for guiding dialogues in the game's narrative, reflecting social, cultural, and political influences. We used the works of Judith Butler, Tina Chanter, and Guacira Lopes Louro to understand how the teaching of science and biology can support gender and sexuality debates, using these themes as social constructs. These three factors allowed us to apply the MER in the construction of the game's design principles and learning objectives, as well as to address the research's guiding question, which highlighted the eight characteristics that must be present in a complex educational solo adventure RPG game to promote active student participation in classes addressing gender and sexuality themes. This study highlights the potential for educational change through reflections on gender and sexuality, using the solo adventure game as a central tool. In addition to filling a gap in the academic literature, the study provides an unprecedented practical guide for constructing complex educational games in the solo adventure format with an original game. Moreover, the research also expands academic discussions that use the MER as a theoretical and methodological basis for designing educational interventions.