Car News

I just came across a Portuguese/ Brazil dissertation on RPGs and their use in education:

Vasques,  Rafael  Carneiro  :       As  potencialidades  do  RPG  (Role  Playing  Game)  na        educação escolar / Rafael Carneiro Vasques . 2008 .
https://www.academia.edu/6369978/As_potencialidades_do_RPG_Role_Playing_Game_na_Educacao_Escolar

It is a PDF of ca. 5 MB - if the download doesn't work for you, I can attach it to an email. Below is a copy of the abstract.

Jonas

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ABSTRACT

This  work  seeks  to  present  an  analysis  of  role-playing  games  (RPGs)  from  the perspective  of  their  richness  as  didactical-pedagogical  tools.  As  such, we  endeavor to  investigate  the  ongoing  research  regarding  these  games,  as  it  is  carried  out  in Brazil,  in  order  to  achieve  a  better  understanding  of  the methodology  that  has  been applied  to  the  study  of  this  brand-new  subject  of  science. Since  we  notice  a  trend  towards  marginalization  of  role-playing  games  – an outlook  that  could  curtail  initiatives  regarding  the application  of  RPGs  to  the  teaching-
learning  process – we  consider  it  necessary  to  demystify  them;  therefore, pieces  of news  disclosed  by  the  media,  implying  a  connection  between  RPGs,  crime  and magic  rituals,  are  analysed;  materials  issued  by  religious  institutions  in  which  that connection  is  punctuated  are  scrutinized  as  well.  To  grasp  this  uneasy  relationship between  role-playing  games  and  religion,  we  refer  to  Max  Weber’s  concept  of disenchantment of the world         , and  by  doing  so  we  infer  the  association  of  RPGs  to scientific  thinking – an  enlightening  conclusion  that  has  enabled  us  to  understand  the conflict  between  scientific  and  religious  thinking. Besides  discussing  these  preliminary  issues,  we  identify  in  role-playing  games some  features  from  Michael  Löwy  and  Robert Sayre’s                 Romantic Anti-Capitalism, a
perspective  that  allowed  us  to  understand  certain  traits  of  these  games,  traits  that enable  an  educative  experience  in  contradiction  with  the semi-formation  offered  by Cultural  Industry,  by  proposing  an  action  grounded  in  the  partakers’  Experience (         Erfahrung), instead  of  the  typical  commodities  of  the Cultural  Industry  that  are  based in  the  viewers’  Lived Experience  (       Erlebnis).  We  also  deal  with  one  of  the  subject’s  particulars  we consider  most  significant: that  role-players  might  cast  a  non-deterministic  look  upon  the  history,  because  the tale  presents  itself  open  to  transformation,  and  it  is  a collective  achievement  that denaturalizes  the  social  sphere.  Finally,  we  advocate  the  possibility  of  imbuing  role-players with  a  specific      habitus , one  that  spurs  them  to  actively  acquire  reading  practice  and  cultural  capital.

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