| dc.description.abstract | Man is constantly acting on the environment, transforming the landscape and exploring natural resources in an unsustainable way to meet your needs and desires. Thus, it is the school for its social role form critical citizens, reflective, autonomous, aware of their rights and duties, capable of understanding the reality in which they live and able to contribute to building a more just society. To work on environmental issues in an interactive and enjoyable way, we seek attractive and effective educational tools. The games Role Playing Games or Role Playing Games have been one of these educational tools. In this context, this research sought to create an RPG game, "Itaara in Action: The Game", to analyze and evaluate the potential and game limits in changing attitudes to issues relating to contemporary environmental conflicts involving protection actions and conservation of water sources of Itaara (RS), from the High School State School in the city of Itaara, a local-global perspective. To do this, first sought to know the local environmental problems, especially those involving water heritage of the municipality of Itaara. Then it was discussed local environmental problems with the students of the State School of East Itaara Education. After, he elaborated the game from the previous knowledge of students and applied the RPG game. Thus, through the methodology of Participatory Action Research, the development of the game was inserted as a Health Project sub-project of Water, coordinated by MO'Ã Foundation and involving all public schools in the city. The featured game deals with the problem of water resources in the municipality of Itaara / RS, chosen as the game's setting as it is located in a watershed, separating the basin of the Rio Vacacaí- Mirim the Rio Ibicuí basin; in addition, it has a great natural heritage, notable for its tourist potential linked to leisure and contemplation of this heritage. The game was applied to the State School of East Itaara school with three classes: classes 211, 311 and 312, and the class 211 took place five meetings, the class 311 took place five meetings and class 312 were four meetings since, this was the lower class school. The analysis results show that the game has several potential as a support tool for attitude changes, although its limits are the lack of preparation of the classes to participate. Moreover, unlike traditional games competition, the cooperative Role Playing game was noticeable interaction between players and teamwork. | |
