As potencialidades do e-Sports como propiciador de aprendizagem colaborativa em uma intervenção no contexto escolar

Abstract

This research analyzed the potential of e-Sports as a propitiator of collaborative learning from an intervention in the context of the school. The driving question for this study was: "How does incorporating e-Sports in the school context provide collaborative learning?" For theoretical reasons, we explore the social, historical and financial aspects of e-Sports and to support an intervention in the school context. aspects of games and the school in Digital Culture. This study is characterized by a ten-week interventional research and adopts a qualitative approach of the cartographic type. The study group consisted of 9 students initially with a sample gain of 11 students, in this way participated 20 high school students from a private school in the city of Maceió / AL. The analysis of the intervention occurred from three analyzers: autonomy, interaction and collaboration from three stages: (i) Knowing the Territory; (ii) Mapping of actions; (iii) League of Legends Tournament. The participant observation (field diary) and structured interview (recorded and transcribed) were used as a data collection technique using the concept maps for systematization. Throughout the intervention, we noticed the consolidated presence of the analyzers in all stages of the intervention, which allows us to affirm that the proposal of intervention with e-Sports in a school context presented in this study was able to foster collaborative learning with emphasis on autonomy of students and the collective construction of knowledge.