<?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>0102-5473</journal-id>
<journal-title><![CDATA[Perspectiva]]></journal-title>
<abbrev-journal-title><![CDATA[Perspectiva]]></abbrev-journal-title>
<issn>0102-5473</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Catarina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-54732009000100009</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Bons videogames e boa aprendizagem]]></article-title>
<article-title xml:lang="es"><![CDATA[Buenos videogames y buenos aprendizajes]]></article-title>
<article-title xml:lang="en"><![CDATA[Good videogames and good learning]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gee]]></surname>
<given-names><![CDATA[James Paul]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A09">
<institution><![CDATA[,Arizona State University  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2009</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2009</year>
</pub-date>
<volume>27</volume>
<numero>01</numero>
<fpage>167</fpage>
<lpage>178</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-54732009000100009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-54732009000100009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-54732009000100009&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O artigo defende que os bons videogames incorporam bons princípios de aprendizagem, apoiados pelas pesquisas atuais em Ciência Cognitiva, e os lista: identidade; interação; produção; riscos; customização; agência; boa ordenação dos problemas; desafio e consolidação; “na hora certa” e “a pedido”; sentidos contextualizados; frustração prazerosa; pensamento sistemático; exploração, pensamento lateral, revisão dos objetivos; ferramentas inteligentes e conhecimento distribuído; equipes transfuncionais e performance anterior à competência. O artigo conclui com a seguinte pergunta: como podemos tornar a aprendizagem, dentro e fora das escolas, mais parecida com os games no sentido de que ela use os tipos de princípios de aprendizagem que os jovens vêem todos os dias nos bons videogames, quando e se estiverem jogando esses games de um modo reflexivo e estratégico?]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The article maintains that good videogames incorporate good learning principles that are supported by current research in Cognitive Science. These principles include: identity; interaction; production; risks; customization; agency; good ordering of problems; challenge and consolidation; “at the right time” and “on request”; contextualized meanings; pleasurable frustration; systematic thinking; exploration, lateral thinking, review of objectives, intelligent tools and distributed knowledge; transfunctional teams and performance before competence. The article concludes with the following question: how can we make learning, in and out of school, more like games in the sense that it adopts the types of learning principles that young people see every day in good videogames, when and if they are playing these games in a reflexive and strategic manner?]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[El presente artículo defiende que los buenos videogames incorporan buenos principios de aprendizaje, apoyado por las actuales investigaciones en Ciencia Cognitiva, y los identidad, interacción, producción, riesgos, agencia, buena ordenación de los problemas, desafío y consolidación, “en la hora cierta”, y “a pedido”, sentidos contextualizados, frustraciones placenteras, pensamiento sistemático, exploración, pensamiento lateral, revisión de los objetivos, herramientas inteligentes y conocimiento distribuido, equipos “transfuncionales” y performance anterior a la competencia. El artículo concluye con la siguiente pregunta: cómo podemos tornar el aprendizaje, dentro y fuera de las escuelas, más parecidos con los games en el sentido de que ella utilice los tipos de principio de aprendizaje que los jóvenes ven todos los días en los buenos videogames, cuando estén jugando esos games de un modo reflexivo y estratégico?]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Videogames]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Cognição]]></kwd>
<kwd lng="en"><![CDATA[Videogames]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[Cognition]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Bons videogames e boa  aprendizagem.</h2> <h3>Buenos videogames y buenos aprendizajes.</h3> <h3>Good videogames and good learning.</h3>     <p>&nbsp;</p> <h4>James Paul Gee    <br> </h4> </font>      ]]></body><back>
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