Os jogos cooperativos e os processos de interação social
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Data
2010-03-29
Autores
Muniz, Igor Barbarioli
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Editor
Universidade Federal do Espírito Santo
Resumo
This study points out the implications of using Cooperative Games as a methodology for an education oriented exclusively on cooperation rather than competition and pedagogical devaluation of conflict. Based on the ideas of Terry Orlick and Fabio Brotto and prioritizing cooperation through obedience to therules of the game,it is speculated to what extent these games could contribute to the formation of accommodated, dependent, uncritical individuals. Hence, citizens unable to question the current order, rescuing or emphasizing peculiar gestures that are considered to belong to the Brazilian‘s people identity by great part of the Literature regarding Brazilian social thoughts, as well as in the case of cordiality. Therefore, dissertations and theses on Cooperative Games which had an educational perspective were analyzed. Their messages were evaluated through cutouts interpreted by content analysis of Laurence Bardin. Experiences with Cooperative Games held during a university experiment at a school in the Municipality of Vitória-ES were also analyzed, in addition to the ones in a pre-experimental workshop on Cooperative Games given during the teaching internship at the Federal University of Espírito Santo.The results show that the analyzed studies present a traditional view on Cooperative Games, understanding them as an appropriate activity to the learning of cooperation and solidarity. On the other hand, competitive games are criticized for emphasizing the domination, exclusion, dishonesty and aggression. While cooperation is supported with praise for developing positive social values, competition is more opposed than supported for being considered a problem for humanity, developing anti-social values. The reflection over the literature, especially from the works of Georg Simmel, Karl Marx, Max Weber, and Hugo Lovisolo Go Tani et al., intertwined with the analysis of empirical data, made possible to conclude that those cooperative situations were not always hegemonical positive nor beneficial to all participants of Cooperative Games. It was rescued from the game‘s classical literature, especially Johan Huizinga and Roger Caillois, that the essence of competition requires from the player more than physical ability to acclaim a winner, but also social and moral values, such as ethics, honor, chivalry and respect for rules and opponents. Those values are usually silenced in most academic studies analyzed.With the reflections of Richard Precht, it was also possible to affirm that the
cooperation resulting from the submission and obedience to the rules of the game is a weak feeling of pleasure. Thus, it seems to be unable to produce a meaning in the players about the importance of acting altruistically. This may lead to the formation of submissive, uncritical and passive people. In addition, the competitive situations also marked the Cooperative Games and not necessarily provoked feelings of failure, inferiority and dissatisfaction to continue playing, much on the contrary, since in some cases it made the game more dynamic and productive.
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Palavras-chave
Jogos Educativos , Jogos cooperativos , Cooperação , Competições