Jornada da criança: o gênero RPG como estratégia interdisciplinar pós-quarentena

Abstract

This article aimed to understand the relationships with knowledge that children aged 7-8 years, attending the 2nd year of elementary school, build when playing and playing RPG; to narrate about an interdisciplinary project based on the elaboration of a RPG game; and analyze the powers and limits of this journey. Through the methodological perspective of relations with knowledge in parallel to an action research, it was possible to understand that, as the children showed less disagreements and realized they needed each other to accomplish the missions and face “the bosses”, learning new knowledge proved possible, but only when the subjects inscribed themselves in this knowledge and, in it, established identities - with themselves and with the group.