Trabalho, ciência, tecnologia e cultura: fundamentos da formação omnilateral aplicados em um jogo educacional digital para estudantes do ensino médio e profissional

Abstract

The Scientific and Technological Professional Education (STPE), in a counterhegemonic perspective, proposes pedagogically to be based on four categories of knowledge which, integralized, result in the formation of a condition from the perspective of omnilaterality formation, are: work, science, technology and culture. Based on Marxist authors, this dissertation proposes a theoretical and philosophical discussion applied in a digital educational game. The research began from a problem hypothesis in which it was investigated whether an educational game, developed from the above concepts, contributes to high school and technical students to understand this conception of emancipatory formation. The objective was to analyze the pedagogical contributions of the educational game and if the student / player can make a correlation between the concepts presented in the game and the omnilateral formation. Regarding the methodology, we adopted the exploratory qualitative approach, based on a literature review, supported by the method of historical-dialectical materialism, which uses the category of totality for the apprehension of the real in its multiple determinations. We shared the 'Education X' educational game for testing by survey participants and applied a game evaluation questionnaire, available online through Google Forms, on a sample of 33 high school, technical, and graduate students. Then, we analyze the data collected from the answers given, regarding the characteristics, gameplay and pedagogical content of the game. As a result, we found a positive receptivity on the part of the students, both regarding the game and the concepts it encompasses. We verified, through the descriptive reports of the students, that the comprehension of these concepts becomes an indispensable methodological and strategic condition to understand the socio-educational context in which they are inserted and, thus, to foster emancipatory counterhegemonic ideals, both in the educational and social spheres.