Práticas pedagógicas inventivas no paradigma da educação OnLIFE na Educação Básica: cocriando narrativas gamificadas no hub ConectaKaT em Canoas/RS

Abstract

This research investigates the development of inventive pedagogical practices through gamified narratives, from the perspective of the OnLIFE Education Paradigm. The thesis is linked to the research line “Teacher Education, Pedagogies, and Digital Transformation” within the Graduate Program in Education at the University of Vale do Rio dos Sinos – UNISINOS. This investigation is grounded in the understanding that digital technologies have reconfigured the ways we interact and inhabit the world, calling on education to critically examine its practices in the present time. It is within this context that the research problem emerges: How do gamified narratives, from the perspective of the OnLIFE Education Paradigm, enhance the development of inventive pedagogical practices in Basic Education? The study is based on Inventive Learning (Kastrup, 2015), the OnLIFE Education Paradigm (Schlemmer & Moreira, 2024), and Gamified Narratives (Schlemmer & Carolei). It adopts the Cartographic Method of Research-Intervention and Production of Subjectivity (Passos, Kastrup, Escóssia & Tedesco, 2015) for data production and analysis. The data generated through the research devices were recorded in texts, photographs, audio, and video, which were transcribed and analyzed throughout the research process, together with the entries from the researcher’s field diary, supported by contributions from theoretical interlocutors and in consideration of the research problem and objectives. The results indicate that inventive pedagogical practices involving gamified narratives can enhance inventive processes capable of problematizing contemporary challenges, such as the issues faced in the city of Canoas/RS during the May 2024 flood. Furthermore, such practices foster the development of critical thinking and openness to the new, strengthening students’ learning processes and connective ecological protagonism.