Digital Games and Multiliteracies: becoming in the contemporary training of mathematics and natural sciences teachers under the lens of the epistemology of praxis

Abstract

This article addresses digital games and multiliteracies in the training process of Mathematics and Natural Sciences teachers in high school by using the perspective of the epistemology of praxis. Our goal is to emphasize the dialectical relationship between theory and practice, in order to enable the construction of knowledge through the subject's critical and reflective action. We use digital games and multiliteracies in teacher training, arguing that games can promote active, motivating, critical, collaborative and transformative learning, essential for the development of multiliteracy practices that are so crucial in the 21st century, taking into account the context of cyberculture. The research is based on a literature review that covers the most relevant studies regarding teacher training, digital games, multiliteracies, cyberculture and the epistemology of praxis, highlighting the contributions of authors such as: Vázquez (2002;2007), Freire (1987), Silva (2019), Santos (2010), Alves (2007), Huizinga (2000), Salen and Zimmerman (2012), Gee (2009), Kalantzis, Cope and Pinheiro (2020), Santaella (2004), Rojo and Moura (2012), Lévy (1999), Lemos (2003), among others. We expect that this study can contribute to a paradigm shift that overcomes the traditionalist model of education, with a view to expanding towards a more integrated and contemporary educational model. At the end, we present some propositional considerations for the development of Mathematics and Natural Science teacher training with the incorporation of digital games and multiliteracies, from the perspective of the epistemology of praxis, contributing to expanding the teaching repertoire.