Role-Playing Game (RPG) na aprendizagem das quatro operações aritméticas: uma interlocução Winnicottiana

Abstract

This research presents as a central theme the study of contributions from Role-Playing Games - RPG - in the learning of the four mathematical operations and aims to introduce a dialogue between the potential of mathematical learning from this game and the Winnicottian theory about affectivity in teacher-student relationships, emotional maturity and space potential. As for the methodology, this is a descriptive-bibliographic and interpretative investigation, indicating the adoption of a qualitative method. Articles in journals and books were studied, as well as theses and documents aimed in teaching of mathematics, the learning of the four operations and the learning difficulties associated with mathematics and na RPG game, using categories such as "affectivity", "emotional maturation" and “space potential” to interpret them. The work is organized by the study of mathematics teaching in general and, more specifically, the first phase of elementary school and its learning difficulties. In the second part, we conceptualize and describe RPG games, showing the importance within mathematical education. After that, the contributions from the psychoanalytic theory are presented in the educational processes and Winnicottian concepts with which the RPG, in its general characteristics and in its face-to-face modality, favors the learning of the four mathematical operations for being a motivating, ludic, and creative experience, and thus, favoring the recognition, without gaps or inhibitions of the fundamentals that support the logic behind addition, subtraction, multiplication and division. The final considerations synthesize the path of reflections undertaken during the research and highlight the didactic and psychic importance of resorting to games and, in particular to RPG games as a way of learning mathematics.