Jogo textual interativo: o rpg como narrativa ficcional no ensino fundamental

Abstract

This study aims to analyze how the Role Playing Game (RPG), translated into Portuguese as Character Interpretation Game, can be used in the practice of a fictional narrative in the early years of elementary school, mainly in the 5th grade students, as well as the specifics to be observed to adapt the game for children. As a method, a bibliographic research was used, through the content raised in the theoretical framework about the importance of games in education, more specifically about the RPG. The main authors who supported this research were Edson Ribeiro Cupertino (2008), Tizuko Morchida Kishimoto (2010), Alfeu Marcatto (1996), Farley Pereira (2007), Thiago Goulart Prietto (2015), Rosana Rios (2004), Matheus de Oliveira Sales (2013), Danilo Félix da Silva (2019), Lev Vygotsky (1984), Cezar Augusto Barbosa de Oliveira (2019), Wagner Luiz Schimit (2008), Sirlândia Reis de Oliveira Teixeira (2012), Matheus Vieira (2012) e Franciela Zamariam (2017). Approached as an Interactive Textual Game, RPG includes aspects of fictional narrative, involving and attracting children and adults to literary reading. In this aspect, the result of the research was the development of a adventure for 5th grade students, so that teachers can use it as a suggestion in their pedagogical practices. In view of this, the elements of the narrative present in the game also needed to be analyzed, relating the proximity of the game to the literary narrative relating the proximity of the game to the literary narrative. The game can be used as a way to rescue affectivity with reading, expanding the children's repertoire and bringing the same as story building. The RPG is built with the elements of literary narrative, therefore, these elements need to be guaranteed in the development of the game. To develop RPG in their pedagogical practice, the teacher can challenge themselves to create adventures that utilize references from the children's experiences, as is the case with movies, cartoons, series, and even, classics of literature. It is concluded that the RPG game should not be used only to fulfill tasks, It should value the interests and experiences of the children, because only then will it be really meaningful. When playing the RPG, instinctively, the child begins to interact with the elements of the fictional narrative, characters, time, space, narrator and plot, what will build a path to understanding other fictional narratives as a form of interaction between the real world and the imaginary world. RPG can serve as input for future studies of literary reading.