Professor-jogador de videogames: o impacto da prática de jogar videogames nos processos de construção identitária do docente

Abstract

The present work is an analysis of how the habit of playing video games can impact the construction of teachers’ identities based on their narratives. This is a qualitative research based on Polkinghorne(1995) and Barkhuizen, Benson e Chik (2014) approach about research with narratives. The histories were collected by semi structured interviews and the data were analyzed by the coding system of Grounded Theory Methodology (VOLLSTEDT; REZAT, 2019), which allowed the discovery of recurrent themes in the narratives and the establishment of relationship between the video game and the participants’ identities, namely the teacher-identity. For this work it was necessary to converge theoretical areas mentioned here as axes: education, multimodality and identity. Education axis comprises Gee (2003) association between education and video games and Cazden et. al.(2021) and Cope and Kalantzis (2000) with the multiliteracy perspective. Multimodality axis is based on videogame studies from Salen e Zimmerman (2004), Castronova(2005) and Juul (2010) as well as multimodality conceptions from Cope e Kalantzis(2020) e Kress e Van Leeuwen (2001). Identity axis is grounded on Gee (2001), Bauman (2004), Appiah (2005), Hall (2006), Crawford (2011) and Zacchi (2018; 2020). Kirkpatrick’s(2015) work on gamer culture was also fundamental to this research. The analysis of the data generated from narratives points to a strong association of the video game playing with teacher identity formation; this is possible due to the fact that playing games was a sociocultural aspect of the teachers’ life prior to their institutional teacher education. Moreover, it was proved that gamer and teacher identities establish connections between other identities promoting opportunities to rethink and change educational practices, as well as nurture reflections about the contemporary status of education.