Narrativas de los videojuegos: un recorrido por la cultura popular infantil y la educación formal
Palabras clave:
Videojuegos, narrativas, teatro, nuevas alfabetizaciones.Resumen
El objetivo de este estudio fue explorar la utilidad de los videojuegos como herramientas culturales y educativas, utilizadas con el apoyo de conversaciones en el aula y representaciones teatrales en clase. El interés detrás de este trabajo fue conocer la influencia de los videojuegos en el entorno de los niños, para la formación de actitudes, valores, normas y el desarrollo de su discurso narrativo. El tratamiento metodológico de este estudio incluyó la etnografía y la investigación acción, con observación dentro del aula, mediante la realización de un taller en el que participaron niños de 8 y 9 años de edad, de una escuela primaria española. Para el análisis de los datos la aproximación fue inductiva, de forma que se definieron un conjunto de categorías analíticas que consideran las actividades de los participantes en contextos determinados. Los principales resultados muestran que la reconstrucción discursiva que los niños hacen de las historias de los videojuegos, depende de contextos específicos. Además, los videojuegos son una herramienta útil para provocar procesos de reflexión y conversación en los niños.Descargas
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Referencias
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Bakhtin, M. M. (1990). Art and answerability. Early philosophical essays. Austin, Texas: University of Texas Press.
Bakhtin, M. M. (1999). Problems of Dostoevsky's poetics (C. Emerson, Trans.). Minnesota: University of Minnesota Press.
Bakhtine, M. (1984). Esthétique de la création verbale (A. Aucuturier, Trans.). Paris: Gallimard.
Brecht, B. & Willett, J. (1992). Brecht on theatre: The development of an aesthetic. Frankfurt and Main: Suhrkamp. (Original work published in 1957).
Buckingham, D., & Scanlon, M. (2003). Education, entertainment and learning in the home. London: Open University Press.
Carlquist, J. (2002). Playing the story. Computer games as a narrative genre. Human IT, 6 (3), 7-53.
Cassell, J., & Jenkins, H. (Eds.). (1998). From Barbie to Mortal Kombat: Gender and computer games. Boston, MA: MIT Press.
Castanheira, M. L., Crawford, T., Dixon, C. N. & Green, J. (2001). Interactional ethnography: An approach to studying the social construction of literacy practices. Linguistics and Education, 11 (4), 353-400.
D'Andrade, R. (1990). Some propositions about the relations between culture and human cognition. In J. W. Stigler, R. A. Shweder & G. Herdt (Eds.), Cultural Psychology. Essays on comparative human development (pp. 65-129). Cambridge, MA: Cambridge University Press.
Dyson, A. H. (1997). Writing superheroes: Contemporary childhood, popular culture, and classroom literacy. New York: Teachers College Press.
Erickson, F. & Schultz, J. (1981). When is a context? Some issues and methods in the analysis of social competence. In J. L. Green & C. Wallat (Eds.), Ethnography and language (pp. 147-160). Norwood: NJ: Ablex Publishing Corporation.
Eskelinen, M. (2003). Video games and configurative performances. In M. J. P. Wolf & B. Perron (Eds.), The video game theory reader (pp. 195-221). New York & London: Routledge.
Eskelinen, M. (2004). From Markku Eskelinen's online response. In N. Wardrip-Fruin & P. Harrigan (Eds.), First person; new media as story, performance, and game (pp. 120-121). Cambridge, MA: The MIT Press.
Gee, J. P. (2003). What videogames have to teach us about learning and literacy. Houndmills, UK: Palgrave Macmillan.
Gee, J. P. (2004). Situated language and learning. A critique of traditional schooling. New York: Routledge.
Gee, J. P. & Green, J. L. (1998). Discourse analysis, learning and social practice: A methodological study. Review of Research in Education, 23, 119-171.
Gee, J. P. (1999). An introduction to discourse analysis. Theory and method. London & New York: Routledge.
Grodal, T. (2003). Stories for eye, ear, and muscles. In M. J. P. Wolf & B. Perron (Eds.), The video game theory reader (pp. 129-155). New York & London: Routledge.
Jenkins, H. (2004). Game design as narrative architecture. Retrieved on November 22, 2006, from: http://web.mit.edu/21fms/www/faculty/henry3/games&narrative.html#1
Kress, G. (2003). Literacy in the new media age. London & New York: Routledge.
Lacasa, P. & Reina, A. (2004). La televisión y el periódico en la escuela primaria: Imágenes, palabras e ideas [Thid Award of Educational Research 2002, Project granted by CIDE-MEC, (BOE, 10-X-1997)]. Madrid: Centro de Investigación y Documentación Educativa-Ministerio de Educación y Ciencia.
Lacasa, P., Reina, A. & Alburquerque, M. (2002). Sharing literacy practices as a bridge between home and school. Linguistics & Education, 13 (1), 39-64.
Lippman, W. (1960). Public opinion. New York: MacMillan. (Original work published in 1922).
Luria, A. R., & Vygotsky, L. S. (1992). Ape, primitive man and child. Essays in the history of behavior. New York & London: Harvester & Wheatsheaf. (Original work published in 1930)
Lust, A. B. (2000). From the Greek mimes to Marcel Marceau and beyond: Mimes, actors, pierrots and clowns: A chronicle of the many visages of mime in the theatre. Lanham, Maryland & London: The Scarecrow Press.
Mackey, M. (2002). Literacies across media. Playing the text. London: Routledge.
Metz, C. (2002). Ensayos sobre la significación en el cine. Barcelona: Paidós. Paris: klincksieck. (Original work published in 1968)
Mitchell, C., & Reid-Walsh, J. (2002 ). Researching children popular culture. The cultural spaces of childhood. London & New York: Routledge.
Newman, J. (2004). Videogames. London: Routledge.
Pearce, C. (2004). Towards a game theory of game. In N. Wardrip-Fruin & P. Harrigan (Eds.), First person: New media as story, performance, and game (pp. 143-153). Cambride: Massachusetts: MIT Press.
Rogoff, B., Topping, K., Baker-Sennett, J. & Lacasa, P. (2002). Roles of individuals, partners, and community institutions in everyday planning to remember. Social Development, 11, 266- 289.
Shweder, R. A., & LeVine, R. A. (Eds.). (1984). Culture theory. Essays on Mind, self and emotion. Cambridge, MA: Cambridge University Press.
Stam, R. (2001). Teorías del cine. Barcelona: Paidós.
Vygotsky, L. S. (1999). The collected works of L.S. Vygotsky. Volume 6. Scientif legacy. Edited by R. W. Rieber New York: Kluwer Academic & Plenum Publishers.
Winston, J. (1998). Drama, narrative and moral education. London: Falmer Press.
Bakhtin, M. M. (1990). Art and answerability. Early philosophical essays. Austin, Texas: University of Texas Press.
Bakhtin, M. M. (1999). Problems of Dostoevsky's poetics (C. Emerson, Trans.). Minnesota: University of Minnesota Press.
Bakhtine, M. (1984). Esthétique de la création verbale (A. Aucuturier, Trans.). Paris: Gallimard.
Brecht, B. & Willett, J. (1992). Brecht on theatre: The development of an aesthetic. Frankfurt and Main: Suhrkamp. (Original work published in 1957).
Buckingham, D., & Scanlon, M. (2003). Education, entertainment and learning in the home. London: Open University Press.
Carlquist, J. (2002). Playing the story. Computer games as a narrative genre. Human IT, 6 (3), 7-53.
Cassell, J., & Jenkins, H. (Eds.). (1998). From Barbie to Mortal Kombat: Gender and computer games. Boston, MA: MIT Press.
Castanheira, M. L., Crawford, T., Dixon, C. N. & Green, J. (2001). Interactional ethnography: An approach to studying the social construction of literacy practices. Linguistics and Education, 11 (4), 353-400.
D'Andrade, R. (1990). Some propositions about the relations between culture and human cognition. In J. W. Stigler, R. A. Shweder & G. Herdt (Eds.), Cultural Psychology. Essays on comparative human development (pp. 65-129). Cambridge, MA: Cambridge University Press.
Dyson, A. H. (1997). Writing superheroes: Contemporary childhood, popular culture, and classroom literacy. New York: Teachers College Press.
Erickson, F. & Schultz, J. (1981). When is a context? Some issues and methods in the analysis of social competence. In J. L. Green & C. Wallat (Eds.), Ethnography and language (pp. 147-160). Norwood: NJ: Ablex Publishing Corporation.
Eskelinen, M. (2003). Video games and configurative performances. In M. J. P. Wolf & B. Perron (Eds.), The video game theory reader (pp. 195-221). New York & London: Routledge.
Eskelinen, M. (2004). From Markku Eskelinen's online response. In N. Wardrip-Fruin & P. Harrigan (Eds.), First person; new media as story, performance, and game (pp. 120-121). Cambridge, MA: The MIT Press.
Gee, J. P. (2003). What videogames have to teach us about learning and literacy. Houndmills, UK: Palgrave Macmillan.
Gee, J. P. (2004). Situated language and learning. A critique of traditional schooling. New York: Routledge.
Gee, J. P. & Green, J. L. (1998). Discourse analysis, learning and social practice: A methodological study. Review of Research in Education, 23, 119-171.
Gee, J. P. (1999). An introduction to discourse analysis. Theory and method. London & New York: Routledge.
Grodal, T. (2003). Stories for eye, ear, and muscles. In M. J. P. Wolf & B. Perron (Eds.), The video game theory reader (pp. 129-155). New York & London: Routledge.
Jenkins, H. (2004). Game design as narrative architecture. Retrieved on November 22, 2006, from: http://web.mit.edu/21fms/www/faculty/henry3/games&narrative.html#1
Kress, G. (2003). Literacy in the new media age. London & New York: Routledge.
Lacasa, P. & Reina, A. (2004). La televisión y el periódico en la escuela primaria: Imágenes, palabras e ideas [Thid Award of Educational Research 2002, Project granted by CIDE-MEC, (BOE, 10-X-1997)]. Madrid: Centro de Investigación y Documentación Educativa-Ministerio de Educación y Ciencia.
Lacasa, P., Reina, A. & Alburquerque, M. (2002). Sharing literacy practices as a bridge between home and school. Linguistics & Education, 13 (1), 39-64.
Lippman, W. (1960). Public opinion. New York: MacMillan. (Original work published in 1922).
Luria, A. R., & Vygotsky, L. S. (1992). Ape, primitive man and child. Essays in the history of behavior. New York & London: Harvester & Wheatsheaf. (Original work published in 1930)
Lust, A. B. (2000). From the Greek mimes to Marcel Marceau and beyond: Mimes, actors, pierrots and clowns: A chronicle of the many visages of mime in the theatre. Lanham, Maryland & London: The Scarecrow Press.
Mackey, M. (2002). Literacies across media. Playing the text. London: Routledge.
Metz, C. (2002). Ensayos sobre la significación en el cine. Barcelona: Paidós. Paris: klincksieck. (Original work published in 1968)
Mitchell, C., & Reid-Walsh, J. (2002 ). Researching children popular culture. The cultural spaces of childhood. London & New York: Routledge.
Newman, J. (2004). Videogames. London: Routledge.
Pearce, C. (2004). Towards a game theory of game. In N. Wardrip-Fruin & P. Harrigan (Eds.), First person: New media as story, performance, and game (pp. 143-153). Cambride: Massachusetts: MIT Press.
Rogoff, B., Topping, K., Baker-Sennett, J. & Lacasa, P. (2002). Roles of individuals, partners, and community institutions in everyday planning to remember. Social Development, 11, 266- 289.
Shweder, R. A., & LeVine, R. A. (Eds.). (1984). Culture theory. Essays on Mind, self and emotion. Cambridge, MA: Cambridge University Press.
Stam, R. (2001). Teorías del cine. Barcelona: Paidós.
Vygotsky, L. S. (1999). The collected works of L.S. Vygotsky. Volume 6. Scientif legacy. Edited by R. W. Rieber New York: Kluwer Academic & Plenum Publishers.
Winston, J. (1998). Drama, narrative and moral education. London: Falmer Press.
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2008-05-01
