O Role-Playing-Game enquanto ferramenta facilitadora de estratégias argumentativas

Abstract

The current dissertation addresses the argumentation process in an Elementary School context, through the use of a Role-Playing-Game (RPG) as an interventional tool with the objective of favoring improvements in the quality of players' arguments, through a Historical-Cultural perspective. The results obtained through the intervention, recorded on video and transcribed, were submitted to a qualitative analysis of micro genetic nature. There was an improvement in the argument’s flow, as well as in aspects such as social integration, self-control, etc. However, the research has its limitations in relation to the systematization of data gathering and analysis. There were better results related to social skills than to argumentation, the target skill of this research. Finally, it is worth considering that, since the target of the intervention was the argumentative process, there was a lack of saturating the game with situations that could trigger arguments. Other issues were pointed out in a specific topic for this purpose throughout the text.