Abstract:

We investigated how the leisure habits of teachers contribute to the creation of creative educational challenges from the study of teachers who have created educational RPGs (Role Playing Games). We also examined how teachers who make educational RPG games associate the contents of their discipline with their pedagogical practices. We analyze how the pedagogical practices created by these teachers are influenced by being a player. Such implications of leisure habits in teaching made it necessary to verify how the formation of these teachers creates such practices considering the structure of an RPG. The theoretical reference used the following authors: Bloom, Lévy, Carrano, Morin, Santaella, Amaral, Bergmann, and Prensky. As a research methodology, we adopted a qualitative case-study approach. As a method of data analysis, we use Discursive Textual Analysis. a questionnaire, and interviews proved the data set. The subjects of this research were K-12 teachers who created or adapted RPG games to work the contents of their disciplines. As a result, we propose a guide to organizing pedagogical practices using RPG elements. This guide allows teachers to create their educational RPG games the possibility/necessity to revise the teaching protagonism, using as an articulating/transversal element their leisure habits. Furthermore, we expand the scope of the traditional game application, especially the RPG, as a pedagogical resource. We understand that the playful and interdisciplinary aspect of this modality connects to the cyberculture context.

Learning in a fun and creative way is what the current generation of students has, in many ways, been trying to ask of us. Cyberculture, expository have brought new demands to rethink the classical and expository teaching process.

The educational teaching processes need to be a more contemporary look, which allows them to validate new understandings about how a teacher and a student in cyberculture times. We have, ahead and also already on the scene, a generation of professors as equipped and connected as today's students. And these students will also be the teachers of tomorrow. From this perspective, we need to think about new concepts for the classroom, an open, intuitive, participative, and more pleasant space.

The context leads us to review curricula organization, teacher preparation, pedagogical practices, digital and analog resources to help motivate students to construct their knowledge.

The research results show us that integrating teachers' hobbies creates opportunities for pedagogical innovation such as education RPG. It allows incorporating different subjects, such as Chemistry, Maths, Geography, etc.

Educational institutions, attentive to changes, fundamentally choose two paths, a softer one – of progressive changes – and a disruptive one – of profound changes. On the smoother path, they maintain the predominant curricular model – disciplinary –, but prioritize greater student involvement, with active methodologies, such as teaching through projects, in a more interdisciplinary way, hybrid or blended instruction, and the inverted classroom. Creating an educational RPG is an option to work in a multidisciplinary approach.

Keywords:

RPG, Cyberculture, Creative Educational Challenges, Pedagogical practice, Teacher Education.