Entrevista: jogos em cena.

Abstract

In this section, we register the voices of nationally and internationally renowned educators whose academic trajectories are dedicated to qualified teaching. In their testimonials, there are evidences of respect to diversity, the importance of inclusion and the necessary integral education of students in an environment for collective construction, valorization of teachers and all of those who are essential for the democratic, citizenship-oriented education in Brazil. Regardless of the point of view, these voices give rise to the characteristics of the work with games in a way that allows us to inscribe them in the scope of what has been named the Multiliteracies Pedagogy, through which the New London Group aspired to construct better learnings for better futures. In the classrooms discussed here, either implicitly or explicitly, it is possible to find: traces of “situated practice”, that is, the construction of knowledge in real life contexts in collaborative and shared ways, in communities of learning; marks of “over instruction”, through which learners acquire metalanguage and develop awareness and control of concepts, rules and procedures; evidences of “critical framing” and “transformed practice”, that is, the production of new meanings derived from knowledge that was built reflexively, new meanings that are (re)interpreted under the light of the contexts and of the social-historical motivations in which they take place. In short, the experiences with games described here account for how these tools optimize processes through which students learn by integrating the known and the unknown.