<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1984-6444</journal-id>
<journal-title><![CDATA[Educação UFSM]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Santa Maria]]></abbrev-journal-title>
<issn>1984-6444</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-64442024000100245</article-id>
<article-id pub-id-type="doi">10.5902/1984644471681</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Os princípios de aprendizagem dos bons videogames, de James Paul Gee, e suas aproximações com a teoria sociológica do jogo, de Roger Caillois]]></article-title>
<article-title xml:lang="en"><![CDATA[The learning principles of good video games by James Paul Gee and their approaches to Roger Caillois sociological game theory]]></article-title>
<article-title xml:lang="es"><![CDATA[Los principios de aprendizaje de los buenos videojuegos, de James Paul Gee, y sus aproximaciones a la teoría sociológica de los juegos, de Roger Caillois]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Monteiro]]></surname>
<given-names><![CDATA[Elane Cristina Pinheiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Furtado]]></surname>
<given-names><![CDATA[Renan Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Marcio Antonio Raiol dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Pará  ]]></institution>
<addr-line><![CDATA[Belém PA]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Pará  ]]></institution>
<addr-line><![CDATA[Belém PA]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Pará  ]]></institution>
<addr-line><![CDATA[Belém PA]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>49</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442024000100245&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442024000100245&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442024000100245&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este trabalho tem como objetivo discutir as aproximações entre os princípios da aprendizagem presentes nos bons videogames, abordados por Gee, e a teoria sociológica do jogo elaborada por Caillois, projetando as contribuições desse debate para pensarmos sobre o processo de ensino e aprendizagem das práticas corporais na Educação Física escolar. A partir do horizonte de um ensaio teórico com intenções reflexivas, verificamos que a perspectiva de Gee corrobora a de Caillois, na medida em que reconhece as amplas possibilidades de fruição que o jogo apresenta. Cabe destacar que os princípios dos bons videogames elencados por Gee não somente incorporam a ideia de que, no jogo, podemos buscar competir, testar a nossa sorte, representar algo ou obter a sensação da vertigem, mas também pensam essas características do jogo em conexão com processos de desenvolvimento de potencialidades humanas, que, na educação, ocorre por via de aprendizagens. A nosso ver, essas amplas contribuições teóricas oriundas de estudos empíricos podem também ajudar a avançar o ensino das práticas corporais na Educação Física escolar contemporânea.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This work aims to discuss the approximations between the learning principles present in good videogames approached by Gee and the sociological theory of the game elaborated by Caillois, projecting the contributions of this debate to think about the teaching and learning process of corporal practices in Physical Education school. From the horizon of a theoretical essay with reflective intentions, it was verified that Gee's perspective corroborates that of Caillois, insofar as it recognizes the wide possibilities of fruition that the game presents. It should be noted that the principles of good video games listed by Gee not only incorporate the idea that in the game we can seek to compete, test our luck, represent something or get the feeling of vertigo, but also think about these characteristics of the game in connection with development processes of human potential, which, in education, occurs through learning. In our view, these broad theoretical contributions arising from empirical studies can also help to advance the teaching of bodily practices in contemporary school Physical Education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este trabajo tiene como objetivo discutir las aproximaciones entre los principios de aprendizaje presentes en los buenos videojuegos, abordados por Gee, y la teoría sociológica del juego elaborada por Caillois, proyectando los aportes de este debate para pensar el proceso de enseñanza y aprendizaje de prácticas corporales. en Educación Física Escolar. Desde la perspectiva de un ensayo teórico con intenciones reflexivas, vemos que la perspectiva de Gee corrobora la de Caillois, en la medida en que reconoce las amplias posibilidades de disfrute que presenta el juego. Vale la pena señalar que los principios del buen videojuego enumerados por Gee no sólo incorporan la idea de que, en el juego, podemos buscar competir, probar suerte, representar algo u obtener la sensación de vértigo, sino que también piensan en estos. Características del juego en relación con los procesos de desarrollo del potencial humano que, en educación, se da a través del aprendizaje. En nuestra opinión, estas amplias contribuciones teóricas que surgen de los estudios empíricos también pueden ayudar a avanzar en la enseñanza de las prácticas corporales en la Educación Física escolar contemporánea.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Videogames]]></kwd>
<kwd lng="pt"><![CDATA[Educação Física Escolar]]></kwd>
<kwd lng="pt"><![CDATA[James Gee]]></kwd>
<kwd lng="pt"><![CDATA[Roger Caillois]]></kwd>
<kwd lng="en"><![CDATA[Videogames]]></kwd>
<kwd lng="en"><![CDATA[School Physical Education]]></kwd>
<kwd lng="en"><![CDATA[James Gee]]></kwd>
<kwd lng="en"><![CDATA[Roger Caillois]]></kwd>
<kwd lng="es"><![CDATA[Juegos de vídeo]]></kwd>
<kwd lng="es"><![CDATA[Educación Física Escolar]]></kwd>
<kwd lng="es"><![CDATA[James Gee]]></kwd>
<kwd lng="es"><![CDATA[Roger Caillois]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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