Abstract
Abstract In this article we track the effects of incorporating digital games to the initial teachers training in Physics during a course at a Brazilian public university. To this purpose, we used the production of empirical data from field observations and the preparation of reports by students during our Research-Action. We systematized our sources of information using open coding in the ATLAS.ti software and this result was discussed under the contributions of the Actor-Network Theory of Bruno Latour and collaborators. In our analysis, we identified the affectation of the pedagogical meanings of future teachers related to digital games and their incorporation into a proposal for teaching Physics.
Highlights
This article is an excerpt from a postdoctoral research1, which associated the pedagogical incorporation of digital games to the initial teachers training in a Brazilian public university
Based on the contributions of the Actor-Network Theory, by Bruno Latour and other collaborators, the objective of this work was to track the effects of the pedagogical incorporation of digital games in a teaching proposal during a curricular internship subject of an undergraduate in Physics
The main objective of this study was to track the effects of the incorporation of digital games in a teaching proposal during a curricular internship subject of a teacher's training of undergraduate in Physics at a Brazilian public university
Summary
This article is an excerpt from a postdoctoral research, which associated the pedagogical incorporation of digital games to the initial teachers training in a Brazilian public university. It is not a totalized and homogeneous issue, when we turn our attention to everyday life, it is imperative to recognize the existence of multiple forms of communication, access and production of information from telematic networks These different courses of action in the contemporary world indicate an expansion of the ways of acting in society and, fundamentally, of our relations with knowledge. We can admit that we are experiencing a continuous process of reconfiguration of human activity from the gradual social appropriation of Digital Technologies of Information and Communication (DTIC) (LIMA, 2015) Understanding that this finding goes far beyond the possession of electronic artifacts and signals changes in habits and ways of being in the world, we converge on a new modus vivendi that expresses a digital culture
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