The game is not over: o letramento crítico em newsgames com base no redesign

Abstract

This study was conducted in an educational federal institute located in the west border of Rio Grande do Sul. Its objective is analyzing to what extent the newsgames redesign practices are capable for contributing to the development of students’ critical literacy. In this sense, it was offered a course about game redesign during three months for high school students who were enrolled in the subject “Advanced Topics in Informatics”, which was a mandatory subject for technician’s informatics course. As empirical object, it is followed the concept that videogames are action texts. Apperley and Beavis (2013), who claim that videogames have a multimodal semiotic nature and an ergotic mechanical nature, proposed this concept. In methodological terms, it is followed Mcdowall (2017), who says that critical literacy in games is possible only when people have the possibility to question the ideologies of games through the following redesign activities: 1) Playing; 2) Questioning; 3) Modifying; 4) Creating a new Game. As results, it was verified that critical literacy in games is a process, which congregates the articulation of operational, cultural and critical literacy dimensions. Therefore, it can be concluded that critical literacy in games is a process occurs, mainly, when the students modified and created other games.