doctoralThesis
Narrativa para jogos digitais: uma caracterização à luz da linguística sistêmico-funcional e da pedagogia com base em gêneros da Escola de Sidney
Fecha
2021-12-10Registro en:
TIBURCIO, Christielen Dias da Silva. Narrativa para jogos digitais: uma caracterização à luz da linguística sistêmico-funcional e da pedagogia com base em gêneros da Escola de Sidney. 2021. 198f. Tese (Doutorado em Estudos da Linguagem) - Centro de Ciências Humanas, Letras e Artes, Universidade Federal do Rio Grande do Norte, Natal, 2021.
Autor
Tiburcio, Christielen Dias da Silva
Resumen
This research aims to characterize the Narrative for Digital Games (NDG) as a
genre, establishing a relationship between the concepts of Systemic-Functional
Linguistics (SFL) (HALLIDAY; MATTHIESSEN, 2014; EGGINS, 2004;
GOUVEIA, 2009; FUZER; CABRAL, 2014), Sydney School Genre-based
Pedagogy (MARTIN, ROSE, 2008; ROSE; MARTIN, 2012), and Ludology
(FRASCA, 1999; FIELD, 2001; JENKINS, 2003; JUUL, 2003; BRAND; KNIGHT,
2005; VOGLER, 2015; BRANCO; PINHEIRO, 2006; AASERTH, 2012; among
others), from texts instantiated in the videogames Life is Strange (Square Enix,
2015) and The Witcher 3: The Wild Hunt (CD Projekt RED, 2015), so to adapt
the Reading to Learn program (ROSE; MARTIN, 2012) to the context of teaching
and learning English as an additional language in an Integrated Technical High
School course in Digital Games Programming. This thesis is a qualitative and
quantitative research with participant observation by the researcher. Despite its
qualitative and inductive character, a quantitative instrument was used to analyze
the occurrence of processes in the narratives of the games. The following
procedures for data generation, discussion and analysis were established:
bibliographical research on concepts related to genres and Narrative, from the
perspective of Sydney School’s Genre-based Pedagogy, developed from the
SFL, as well as on the concepts about NDG from Ludology; ludological analysis
of the narratives of LIS and TW3; mapping the schematic structure of the genre
NDG, from LIS and TW3; analysis of texts instantiated in those videogames, from
lexicogrammatical system of Transitivity; proposal of applicability of the Teaching
and Learning Cycle (ROSE; MARTIN, 2012) for the context of that course. The
results show that the NDG, instantiated in the videogames LIS and TW3, has the
obligatory and optional stages of the Narrative mapped by Martin and Rose
(2008), including the optional stage proposed by Eggins (2004). Additional
phases that have specific functions, related to ludic elements of games were
identified in addition to phases common to traditional narratives. There was also
a greater occurrence of material processes in both narratives of the games, and
some clauses in these texts were analyzed using the Transitivity System
(HALLIDAY, MATTHIESSEN, 2014; FUZER, CABRAL, 2014). After
characterizing the NDG genre, this study presents a proposal to apply the
Teaching and Learning Cycle of the Reading to Learn program for the context of
teaching and learning English in an Integrated Technical course in Digital Games Programming.