| dc.description.abstract | This research discusses the following contexts: University Teaching; Gamification; Narrative research; Hermeneutics; Memory; Enactive and Inventive Cognition; Hybridism; Multimodality; Life Narratives and Fields of Possibility. Through this universe of discussion, the research path is guided by the following research problem: How does inventive cognition present itself (constitutes itself) in university education from the narratives of educational gamification practices? The general goal is to understand how the inventive cognition is constituted in the university teaching from joining its own narratives and the experience reports on the educational gamifcation practices. As far as the methodological design is concerned, this research is characterized as a qualitative one, being descriptive and exploratory regarding its goals. The method used is Narrative Research and has contributions from the theoretical base of Bertaux (2010), Clandinin and Connelly (2015). The Narrative Research aims to understand how a particular fragment of socio-historical reality works and how it transforms, highlighting the configurations of social relationships, mechanisms, processes and logic of action that characterize it. For this reason, it is fundamental to discuss the need to study a particular fragment of a historical-social reality, in the case of this thesis, about how educational gamification practices are developed in higher education. Semi-structured interviews are used as instruments of data production. For the analysis of the data produced, a theoretical basis was sought in several authors, among them: Kastrup (2000; 2015a; 2015b; 2015c); Cunha (2006; 2018); Alves (2014; 2016); Kapp (2012); Martins and Giraffa (2015a, 2015b, 2016) and Schlemmer (2014, 2015a, 2015b, 2016, 2018a; 2018b). Among the results, the following ones stand out: a) When the teachers talk about their questions and difficulties regarding the teaching practice, they produce strategies based on the needs identified when they are interacting with students, that is, when a field of possibilities exist in negotiation with reality. Thus, action/authorship as an inventive power starts to function as a creation core of new problems, generating inventive learning for its own educational practices with the aim of proposing spaces of learning contextualized with the reality they experience. Thus, the teaching work is related and based on what emerges about an identity that characterizes the students who are part of its context; b) Inventiveness in university teaching is also based on the teacher's desire to keep up-to-date with his knowledge and how he communicates and acts in learning spaces. This act of seeking to be up-to-date can also be considered as an authoring power as an inventive power in search of the reinvention of its profession in producing and developing educational practices. This way, with actions of authorship as an inventive power, the teacher can communicate with the students of current historical and social time. | en |
