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Critical Analysis and Decolonial Games Concept Workshop
From October 19, 2021 to February 22, 2022
Virtual meetings according to availability of the class and the teachers.
Online Assincronous Extension Course, with the right to a PROEx certificate, which aims to help the apprentice to sketch and define a Decolonial Game Concept, the first step in the design of a game. This will be done in Google Classroom via three Google Forms that contain links to all the necessary material. The course aims to promote the empowerment of minorities to become professionals in the gaming industry.
Preferential target audience: quota students, blacks, LGBTQIA+, indigenous, from public schools
Lecturers: Eliane Bettocchi, IAD professor and game designer & Game e Arte
As a researcher, I’m intrigued by the potential of games as a poetic expression and a means of changing the world. However, as a black woman, I still feel underrepresented and uncomfortable in the gaming community. Now, inspired by Gayatri Spivak, I ask myself: can the underling can play? If you feel the same discomfort but believe in your gaming potential and your potential as a professional gaming future, come share this experience. The course is 60 hours total and will be fully online and asynchronous on the Classroom platform (address will be released in early October).
Program content:
- Form 1: Understand a game by analyzing its mechanics and gameplay, its theme, observing Eurocentric patterns, its presentation and distribution, and if applicable, its narrative.
- Form 2: Applying the analysis through the experience of a decolonial game, choose one of the suggested games, verifying how the game treats the Eurocentric standards and comparing your previous analysis with the decolonial playful experience.
- Form 3: Disseminate your experience by designing a research-based High Concept Game decolonial.
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Sign up here (until 10/18/21)!
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Interdisciplinary Languages Lab
Linked to the Faculty of Arts (FALE) and the Institute of Arts and Design (IAD), LILi is a privileged space for the development of experimental interdisciplinary practices linked to the phenomena of languages, taken broadly, that require a specific treatment that goes beyond the disciplinary boundaries and the epistemological limits of each area of scientific knowledge. The laboratory works within the thematic axes focused on multiple languages and their supports, offering expertise in the areas of Arts and Arts in the integration of various disciplines from the methodological point of view of the creation and production of writings, images and objects.
LILi is part of the Support Program for Interdisciplinary Laboratories for the Training of Educators (LIFE), of CAPES.
The activities developed in the interdisciplinary laboratories offer the licensors conditions to prepare, experience and evaluate teaching practices, through dialogue between students and elementary school teachers, licensors and university teachers through face-to-face meetings between licentiates from different areas, with support from teachers trainers from different disciplines.
The lines of action refer to interdisciplinary axes and are developed from the collective experience of undergraduates in elementary school, having as main methodology the development of work projects of an interdisciplinary nature. Indeed, when it comes to an interdisciplinary and multiple space, we believe that it is important to question the divisions of traditional learning spaces from the perspective of discipline, neutrality and geometrization. This conception is also corroborated by Fernando Hernández when he presented his work projects. According to this author, in schools that adopt this method, time and space are organized in a flexible way, depending on the ongoing project and the topics covered, no longer on the basis of serial subjects. Hernández, professor at the Faculty of Fine Arts at the University of Barcelona, refers to “project” in the same sense that architects, designers and artists understand it: a working procedure that concerns the process of giving shape to an idea that is in the horizon, but which admits changes, is in permanent dialogue with the context, circumstances and individuals who, in one way or another, will contribute to this process.
A. Interdisciplinary Axes
Collective production of teaching practices and teaching-learning methodologies with a focus on interdisciplinarity
Teaching-learning processes supported by new educational practices and technologies based on collective reflection processes
Languages in the construction of knowledge
B. Lines of Action
Know, manipulate and develop media resources for educational purposes.
Knowing, experiencing and developing educational practices
Know, experience and develop evaluation practices