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paula carolei Unifesp Gamificação Aumentada Explorando a realidade aumentada em atividades lúdicas de aprendizagem romero tori USP / Senac Realidade Aumentada (RA) traz elementos virtuais para o ambiente real e isso é importante por criar um ambiente híbrido com elementos İƐŝĐŽƐ� Ğ� ĚŝŐŝƚĂŝƐ͕� ƉƌŽŵŽǀĞŶĚŽ� Ă� ĞdžƉĞƌŝġŶĐŝĂ�ŝŵĞƌƐŝǀĂ�ĐŽŵ�ĚŝƐƉŽƐŝƟǀŽƐ� simples como webcams͕� ĐĞůƵůĂƌĞƐ� e tablets͘� �ůĠŵ� ĚŝƐƐŽ͕� ƉĞƌŵŝƚĞ� Ă� interação direta com o ambiente ƌĞĂů͕�Ğ� ĨƌĞƋƵĞŶƚĞŵĞŶƚĞ�ŵĂŝƐ� ĨĂŵŝůŝĂƌ� ƉĂƌĂ� Ž� ƉĂƌƟĐŝƉĂŶƚĞ͕� ƉƌŽƉŽƌĐŝŽŶĂŶĚŽ� ƵŵĂ� ŝŵĞƌƐĆŽ� ƋƵĞ� ƉŽĚĞ� ŝƌ� ĂůĠŵ� da representação e da simulação. Pode ainda trazer outras formas de ŝŶƚĞƌĂĕĆŽ� ĐŽŵ� Ž� ĂŵďŝĞŶƚĞ� İƐŝĐŽ͕� ĐƌŝĂŶĚŽ� ƐŝƚƵĂĕƁĞƐ�Ğ� ƌĞůĂĕƁĞƐ�ĠƟĐĂƐ�Ğ� ĞŵƉĄƟĐĂƐ͕�ĂůĠŵ�ĚĂƐ�ĞƐƚĠƟĐĂƐ͘͘�WŽƌ�ŝƐƐŽ͕� Z��ƚĞŵ�Ƶŵ�ŐƌĂŶĚĞ�ƉŽƚĞŶĐŝĂů�ƉĂƌĂ�ƐĞƌ� ŝŶǀĞƐƟĚŽ�ŶĂ�ĞĚƵĐĂĕĆŽ͕�ĞƐƉĞĐŝĂůŵĞŶƚĞ� online e na modalidade blended learning. A proposta de trabalhar com ŐĂŵŝĮĐĂĕĆŽ� Ġ� ƉĞŶƐĂƌ� Ğŵ� ĂƟǀŝĚĂĚĞƐ� ĞĚƵĐĂĐŝŽŶĂŝƐ� ƋƵĞ� ĞdžƉůŽƌĞŵ� ŶĆŽ� ĂƉĞŶĂƐ�ĂƐ�ƉŽƐƐŝďŝůŝĚĂĚĞƐ�İƐŝĐĂƐ�ĚĞƐƐĞ� ambiente híbrido como também suas ƉŽƚĞŶĐŝĂůŝĚĂĚĞƐ�ƐŽĐŝĂŝƐ͕�ĞŵŽĐŝŽŶĂŝƐ�Ğ� ƐŝŵďſůŝĐĂƐ͕� ŵƵĚĂŶĚŽ� Ğ� ĞdžƉĂŶĚŝŶĚŽ� ƉĞƌĐĞƉĕƁĞƐ͕� ĂŐƌĞŐĂŶĚŽ� ĐĂŵĂĚĂƐ� de informações e criando relações ĞŶƚƌĞ� ĚĂĚŽƐ� Ğ� ĞƐƉĂĕŽƐ͕� ƌĞŐŝƐƚƌĂŶĚŽ� Ğ� ŵĂƉĞĂŶĚŽ� ƉƌŽĐĞƐƐŽƐ͘� �ƐƚĞ� ĂƌƟŐŽ͕� Ă� ƉĂƌƟƌ� ĚĞ� ĞdžƉĞƌŝġŶĐŝĂƐ� ŐĂŵŝĮĐĂĚĂƐ� Ğ�ƉĞƐƋƵŝƐĂƐ�ĚŽƐ�ĂƵƚŽƌĞƐ͕�ĚĞƐĐŽŶƐƚƌſŝ� Ž� ĐŽŶĐĞŝƚŽ� Ğ� Ă� ƚĞĐŶŽůŽŐŝĂ� ĚĞ� ͞ƌĞĂůŝĚĂĚĞ� ĂƵŵĞŶƚĂĚĂ͕͟ � ĂǀĂůŝĂ� ĐŽŵŽ� ĞƐƐĂƐ� ƚĞĐŶŽůŽŐŝĂƐ� ƉŽĚĞŵ� ĂŵƉůŝĂƌ� Ă� interação e dar mais profundidade a ƉƌŽƉŽƐƚĂƐ�ŐĂŵŝĮĐĂĚĂƐ͘ �ƵŐŵĞŶƚĞĚ�ZĞĂůŝƚLJ�;�ZͿ�ďƌŝŶŐƐ�ǀŝƌƚƵĂů� elements to real environments and this is important to overcome ƵƐƵĂů� ƉƌŽďůĞŵƐ� ŽĨ� ǀŝƌƚƵĂů� ƌĞĂůŝƚLJ� such as the need of expensive ĂŶĚ� ƵŶĐŽŵĨŽƌƚĂďůĞ� ĞƋƵŝƉŵĞŶƚ� ĨŽƌ� ĐƌĞĂƟŶŐ� ŐŽŽĚ� ĞŶŽƵŐŚ� ƐŝŵƵůĂƟŽŶƐ� ƚŽ�ŚŝĚĞ�Ă�ƌĞĂůŝƚLJ�ĂŶĚ�ƚƌĂŶƐƉŽƌƚ�ƵƐĞƌ Ɛ͛� ĐŽŶƐĐŝĞŶĐĞ� ƚŽ� ĂŶ� ĂƌƟĮĐŝĂů� ƐƉĂĐĞ͘� �Z� promotes an immersive experience ďLJ�ĐƌĞĂƟŶŐ�ŚLJďƌŝĚ�ƉŚLJƐŝĐĂů�ĂŶĚ�ĚŝŐŝƚĂů� ĞŶǀŝƌŽŶŵĞŶƚƐ� ƵƐŝŶŐ� ƐŝŵƉůĞ� ĚĞǀŝĐĞƐ͕� ƐƵĐŚ� ĂƐ�ǁĞďĐĂŵƐ͕�ŵŽďŝůĞ� ƉŚŽŶĞƐ� Žƌ� ƚĂďůĞƚƐ͘��ĞƐŝĚĞƐ�/ƚ�ĂůůŽǁƐ�ƚŚĞ�ƉĂƌƟĐŝƉĂŶƚ� ƚŽ�ƚĂŬĞ� �ĚŝƌĞĐƚ� ŝŶƚĞƌĂĐƟŽŶ�ŽŶ�Ă�ƌĞĂů� Ͳ� ĂŶĚ�ŽŌĞŶ�ĨĂŵŝůŝĂƌ�Ͳ�ĞŶǀŝƌŽŶŵĞŶƚ��ĂŶĚ� provides immersion that can surpass ƐŝŵƉůĞ� ƌĞƉƌĞƐĞŶƚĂƟŽŶ� Žƌ� ƐŝŵƵůĂƟŽŶ͘� dŚƵƐ� �Z� ŚĂƐ� ŐƌĞĂƚ� ƉŽƚĞŶƟĂů� ƚŽ� ďĞ� ŝŶǀĞƐƚĞĚ�ŝŶ�ĞĚƵĐĂƟŽŶ͕�ĞƐƉĞĐŝĂůůLJ�ŝŶ�ŝƚƐ� ŽŶůŝŶĞ� ĂŶĚ� ďůĞŶĚĞĚ� ůĞĂƌŶŝŶŐ� ĨŽƌŵƐ͘� KƵƌ� ƉƌŽƉŽƐĂů� ŝƐ� ƚŽ� ƚŚŝŶŬ� ŐĂŵŝĮĞĚ� ĂĐƟǀŝƟĞƐ� ŝŶ� ǁŚŝĐŚ� ŶŽƚ� ŽŶůLJ� ƉŚLJƐŝĐĂů� ƉŽƐƐŝďŝůŝƟĞƐ� ŽĨ� ŚLJďƌŝĚƐ� ĞŶǀŝƌŽŶŵĞŶƚ͕� ďƵƚ� � ƐŽĐŝĂů͕� ĞŵŽƟŽŶĂů� ĂŶĚ� ƐLJŵďŽůŝĐ� ĂƐ� ǁĞůů͕� ĂƌĞ� ĞdžƉůŽƌĞĚ͘� dŚŝƐ� ĂƉƉƌŽĂĐŚ� ĐĂŶ� ƉƌŽǀŝĚĞ� ĐŚĂŶŐĞƐ� ĂŶĚ� ĞdžƉĂŶƐŝŽŶ� ŽĨ� ƉĞƌĐĞƉƟŽŶƐ͕� ĂĚĚŝŶŐ� ŝŶĨŽƌŵĂƟŽŶ� ůĞǀĞůƐ͕� ĐƌĞĂƟŶŐ� ƌĞůĂƟŽŶƐ� ďĞƚǁĞĞŶ� ĚĂƚĂ� ĂŶĚ� ƌĞĂů� ƐƉĂĐĞƐ͕� ďLJ� ƌĞŐŝƐƚĞƌŝŶŐ� ĂŶĚ� ŵĂƉƉŝŶŐ� ƚŚĞ� ƉƌŽĐĞƐƐĞƐ͘� �ĂƐĞĚ� ƵƉŽŶ� ŐĂŵŝĮĞĚ� ĞdžƉĞƌŝĞŶĐĞƐ� ĂŶĚ� ƌĞƐĞĂƌĐŚĞƐ� ĨƌŽŵ� ƚŚĞ� ĂƵƚŚŽƌƐ͕� ƚŚŝƐ� ĂƌƟĐůĞ�ĚĞĐŽŶƐƚƌƵĐƚƐ� ƚŚĞ� ĐŽŶĐĞƉƚ�ĂŶĚ� ƚŚĞ� ƚĞĐŚŶŽůŽŐLJ�ďĞŚŝŶĚ��Z͕�ĞǀĂůƵĂƚĞƐ� ŚŽǁ� ƚŚŝƐ� ƚĞĐŚŶŽůŽŐLJ� ĐĂŶ�ĂŵƉůŝĨLJ� ƚŚĞ� ŝŶƚĞƌĂĐƟŽŶ� ĂŶĚ� ďĞĐĂŵĞ� ĚĞĞƉĞƌ� ƚŚĞ� ŐĂŵŝĮĞĚ�ƉĞĚĂŐŽŐŝĐĂů͘ RESUMO ABSTRACT PALAVRAS-CHAVE *DPL¿FDomR��5HDOLGDGH�$XPHQWDGD��,PHUVmR��'HVLJQ�(GXFDFLRQDO KEYWORDS *DPL¿FDWLRQ��$XJPHQWHG�5HDOLW\��,PPHUVLRQ��(GXFDWLRQDO�'HVLJQ� 16 carolei & tori Introdução 'ĂŵŝĮĐĂĕĆŽ� Ġ� Ƶŵ� ƚĞŵĂ� ĂƚƵĂů� ƋƵĞ� ƚĞŵ� ĚĞƐƉĞƌƚĂĚŽ� ŵƵŝƚŽ�ŝŶƚĞƌĞƐƐĞ�Ğ�ĚŝƐĐƵƐƐƁĞƐ͘��'ĂŵŝĮĐĂĕĆŽ�ŶĆŽ�Ġ�Ž�ŵĞƐŵŽ� ƋƵĞ�ƵƐĂƌ�ŽƵ�ĐƌŝĂƌ�ŐĂŵĞƐ�ĐŽŵ�ĐŽŶƚĞdžƚŽ�ƐŽĐŝĂů�ŽƵ�ĞĚƵĐĂĐŝŽŶĂů͕� ƋƵĞ�ŶĆŽ�ĚŝǀĞƌƐĆŽ�Ğ�ůĂnjĞƌ͘ ���ŝƐƐŽ�ĐŚĂŵĂŵŽƐ�ĚĞ�Serious Games. ��ŝĚĞŝĂ�ƉƌŝŶĐŝƉĂů�ĚĂ�ŐĂŵŝĮĐĂĕĆŽ�ŶĆŽ�Ġ�ƚƌĂďĂůŚĂƌ�ĐŽŵ�ŐĂŵĞƐ� ĨĞĐŚĂĚŽƐ͕� ƋƵĞ� ƐĆŽ� ƉƌŽĚƵƚŽƐ� Ğ� ƌĞĐƵƌƐŽƐ� ĐƵůƚƵƌĂŝƐ� Ğŵ� Ɛŝ͕� Ğ� Ɛŝŵ� ŝŶĐŽƌƉŽƌĂƌ� ŽƐ� ĞůĞŵĞŶƚŽƐ� ĚĂ� ůŝŶŐƵĂŐĞŵ� ĚŽƐ� ŐĂŵĞƐ� ĂŽ� ůŽŶŐŽ�ĚŽƐ�ĚŝǀĞƌƐŽƐ�ƉƌŽĐĞƐƐŽƐ͕�ŶŽ�ŶŽƐƐŽ�ĐĂƐŽ͕�ŶĂƐ�ĞƐƚƌĂƚĠŐŝĂƐ� ƉĞĚĂŐſŐŝĐĂƐ�ƋƵĞ�ǀŝƐĂŵ�ă�ĂƉƌĞŶĚŝnjĂŐĞŵ͘� DĂƐ�Ž�ƋƵĞ�Ă� ůŝŶŐƵĂŐĞŵ�ĚŽƐ�ŐĂŵĞƐ�ƚĞŵ�ĚĞ� �ĞƐƉĞĐŝĂů͍� dƌĂƚĂͲƐĞ� ĚĞ� ƵŵĂ� ůŝŶŐƵĂŐĞŵ� ƋƵĞ� ĞŵĞƌŐŝƵ� Ğ� ĞǀŽůƵŝƵ� ĐŽŵŽ� ĞdžƉƌĞƐƐĆŽ�ĚĞ�ƵŵĂ�ĐĂƌĂĐƚĞƌşƐƟĐĂ�ŝŶĂƚĂ�ĚŽ�ƐĞƌ�ŚƵŵĂŶŽ�ƋƵĞ�Ġ� Ž�ƉƌĂnjĞƌ�Ğ�Ă�ŵŽƟǀĂĕĆŽ�ƉĞůĂ�ĞdžƉĞƌŝŵĞŶƚĂĕĆŽ͕�ƉĞůĂ�ǀŝǀġŶĐŝĂ͕� ƉĞůĂ�ŝŵĂŐŝŶĂĕĆŽ͕�ƉĞůŽ�ĚĞƐĞũŽ�ĚĞ�ƐĞ�ƚƌĂŶƐƉŽƌƚĂƌ�ƉĂƌĂ�ŽƵƚƌŽƐ� ƚĞŵƉŽƐ�Ğ�ĞƐƉĂĕŽƐ͘�WŽƌƚĂŶƚŽ�ƌĞƷŶĞ�ƌĞĐƵƌƐŽƐ�ƋƵĞ�ĨĂĐŝůŝƚĂŵ�Ă� entrada e a permanência em um estado de prazer e atenção ƉƌſƉƌŝŽƐ�ĚĂƐ�ĂƟǀŝĚĂĚĞƐ�ůƷĚŝĐĂƐ͘�DĞƐŵŽ�ƋƵĂŶĚŽ�ĞƐƐĞƐ�ŐĂŵĞƐ� ƐĆŽ�ƵƟůŝnjĂĚŽƐ�Ğŵ�ĂƟǀŝĚĂĚĞƐ�ĚŝƚĂƐ�ƐĠƌŝĂƐ͕�ĐŽŵŽ�ĞƐƚƵĚĂƌ�ŽƵ� ĨĂnjĞƌ�ƚƌĂƚĂŵĞŶƚŽ�ĚĞ�ƐĂƷĚĞ͕�ĂƐ�ƉĞƐƐŽĂƐ�ƉŽĚĞŵ�ƐĞ�ƐĞŶƟƌ�ŵĂŝƐ� ŵŽƟǀĂĚĂƐ�ƐĞ�Ž�ƉƌŽĐĞƐƐŽ�ĨŽƌ�ŵĞĚŝĂĚŽ�ƉŽƌ�ůŝŶŐƵĂŐĞŵ�ůƷĚŝĐĂ͘� �ŶƚĞŶĚĞƌ�ĞƐƐĞ�ƉƌŝŶĐşƉŝŽ͕�ŶŽ�ĞŶƚĂŶƚŽ͕�ŶĆŽ�Ġ�ƐƵĮĐŝĞŶƚĞ�ƉĂƌĂ� ƋƵĞ� ƐĞ� ƐĂŝďĂ� ĐŽŵŽ� ŝŶƚƌŽĚƵnjŝƌ� Ă� ůŝŶŐƵĂŐĞŵ� ĚŽƐ� ŐĂŵĞƐ� Ğŵ� ĂƟǀŝĚĂĚĞƐ�ĐŽŵƉůĞdžĂƐ͕�ĐŽŵŽ�Ă�ĞĚƵĐĂĕĆŽ͘ EĞƐƐĞ��ƉŽŶƚŽ�ŚĄ��ǀĄƌŝŽƐ�ĞƐƚƵĚŽƐ�ƋƵĞ�ƉŽĚĞŵ�ŶŽƐ�ĂũƵĚĂƌ� Ă� ƚƌĂĕĂƌ� ĂůŐƵŶƐ� ĐĂŵŝŶŚŽƐ͗� Ƶŵ� ĚĞůĞƐ� Ġ� design� ĚĞ� ŐĂŵĞƐ͕� outro é design de experiência. 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O Design� ĚĞ� �džƉĞƌŝġŶĐŝĂ͕� ƐĞŐƵŶĚŽ� ^ŚĞĚƌŽī� ;ĂƉƵĚ� WĂĐŚĞĐŽ͕� ϮϬϭϯͿ� Ġ� Ƶŵ� ƉƌŽĐĞƐƐŽ� ĚĞ� ĐƌŝĂĕĆŽ� ĚĞ� ƐŝŐŶŝĮĐĂĚŽ� Ğ͕� ĚĞƐƐĂ� ĨŽƌŵĂ͕� ƉŽĚĞͲƐĞ� ĚŝnjĞƌ� ƋƵĞ� ŶŽƐƐŽ� ĐŽŶƚĂƚŽ� ĐŽŵ� 18 carolei & tori Ă� ŝŶƐƚƌƵĕĆŽ͕� ƉŽƌ� ƐĞƌ� ƉƌŽƉŽƐƚĂ� ƉŽƌ� Ƶŵ� ŐƌƵƉŽ� ŽƵ� ƉŽƌ� ƵŵĂ� ŝŶƐƟƚƵŝĕĆŽ͕�ĚŝŵŝŶƵŝ�Ž�ƉŽĚĞƌ�ĚĞ�ĚĞĐŝƐĆŽ�ĚŽ�ŝŶĚŝǀşĚƵŽ͘�^ŽďƌĞ� ŝƐƐŽ�Ěŝnj�WĂƉĞƌƚ�;ϭϵϵϳͿ�ĚĞƐƚĂĐĂ͗�͞EŽ�ŵŽŵĞŶƚŽ�ƋƵĞ�ĞŶƚƌĂŵŽƐ� ŶĂ�ĞƐĐŽůĂ͕�ĚĞŝdžĂŵŽƐ�ĚĞ�ĂƉƌĞŶĚĞƌ�Ğ�ĂĐĞŝƚĂŵŽƐ�ƐĞƌ�ĞŶƐŝŶĂĚŽƐ͘͟ � O problema maior da instrução é acostumarmos com a ƉĂƐƐŝǀŝĚĂĚĞ� ĚĞ� ƌĞĐĞďĞƌ� ĐŽŶŚĞĐŝŵĞŶƚŽƐ� ƐŝƐƚĞŵĂƟnjĂĚŽƐ͕� ƉĞƌĚĞŶĚŽ� ĂŽƐ� ƉŽƵĐŽƐ� ŶŽƐƐĂ� ĂƵƚŽŶŽŵŝĂ� Ğ� ĂŐġŶĐŝĂ͘� �ĞƐƐĂ� ĨŽƌŵĂ�ŶĆŽ�ĐŽŶƐĞŐƵŝŵŽƐ�ĂƟŶŐŝƌ�Ž�ƚĞƌĐĞŝƌŽ�ĞƐƚĄŐŝŽ͗�Ă��ƌŝĂĕĆŽ�ĚĞ� ĐŽŶŚĞĐŝŵĞŶƚŽ͘���ĨĂƐĞ�ĚŽ�͞ĐƌŝĂƌ͟��Ġ�ƋƵĂŶĚŽ�ŶŽƐ�ĂƉƌŽƉƌŝĂŵŽƐ� ĚĂƐ� ĐŽŶƐƚƌƵĕƁĞƐ� ĞƐƚĠƟĐĂƐ� Ğ� ĐŝĞŶơĮĐĂƐ�ĚŽ� ĐŽŶŚĞĐŝŵĞŶƚŽ�Ğ� ƉĂƐƐĂŵŽƐ�ĐƌŝĂƌ�ŶŽǀŽƐ�ĐŽŶĐĞŝƚŽƐ�Ğ�ƚĞĐŶŽůŽŐŝĂƐ͘ �ĞǀĞͲƐĞ� ƉĞƌĐĞďĞƌ� ƋƵĞ� ĂƐ� ƚƌġƐ� ĨĂƐĞƐ� ƐĆŽ� ŝŵƉŽƌƚĂŶƚĞƐ͘� YƵĂůƋƵĞƌ� ĐƵƌƐŽ� Ġ� ƉĂƵƚĂĚŽ� ŶƵŵĂ� ďĂƐĞ� ŝŶƐƚƌƵĐŝŽŶĂů͕� ƉŽŝƐ� ƚĞŵŽƐ� Ƶŵ� ƉůĂŶŽ� Ă� ƐĞƌ� ĞŶƐŝŶĂĚŽ͕� Ă� ƐĞƌ� ĞdžĞĐƵƚĂĚŽ� Ğ� ƵŵĂ� intencionalidade. Também não se cria do nada. Precisamos ƚĞƌ� ĂĐĞƐƐŽ� ĂŽ�ƋƵĞ�Ă� ĐƵůƚƵƌĂ�ŶŽƐ� ƚƌĂnj�ƉĂƌĂ� ƚĞƌ� ƌĞĨĞƌġŶĐŝĂ� Ğ� ƵŵĂ�ďĂƐĞ�ƉĂƌĂ�Ă�ĐŽŶƚĞdžƚƵĂůŝnjĂĕĆŽ� �Ğ�Ă�ƐŝŐŶŝĮĐĂĕĆŽ͘�DĂƐ�Ġ� ƉƌĞĐŝƐŽ�ƐĂŝƌ�ĚŽ�ƉĂƌĂĚŝŐŵĂ�ĚĂ�ƚƌĂŶƐŵŝƐƐĆŽ�Ğ�ŵĞůŚŽƌĂƌ�Ă�ĨĂƐĞ� ĚĂ� ŝŶƐƚƌƵĕĆŽ�ƉĂƌĂ�ƋƵĞ�ĞůĂ�ŶĆŽ� �ƌĞƉƌŝŵĂ�Ă�ƉŽƐƚƵƌĂ�ĂƟǀĂ�ĚŽ� ĂůƵŶŽ�ŶŽ�ƉƌŽĐĞƐƐŽ�ĚĞ�ĂƉƌĞŶĚŝnjĂŐĞŵ͘ EĞƐƚĞ�ƐĞŶƟĚŽ͕�Ž� �ƋƵĞ�WĂƉĞƌƚ� � ;ϭϵϵϳͿ�ƐƵŐĞƌĞ�Ġ�ƋƵĞ�ĂƐ� ƚĞĐŶŽůŽŐŝĂƐ�ĐŽŶƐŝŐĂŵ�ĨĂnjĞƌ�ĚĂ�ŝŶƐƚƌƵĕĆŽ�Ƶŵ�ƉƌŽůŽŶŐĂŵĞŶƚŽ� ĚĂ�ĞdžƉĞƌŝŵĞŶƚĂĕĆŽ͘�KƵ�ƐĞũĂ͕�ƋƵĞ�ŽƐ�ŵĂƚĞƌŝĂŝƐ�Ğ�ĞƐƚƌĂƚĠŐŝĂƐ� ƉĞĚĂŐſŐŝĐĂƐ� ŝŶƐƚƌƵĐŝŽŶĂŝƐ�ƐĞũĂŵ�ƉůĂŶĞũĂĚŽƐ�ĐŽŵŽ�ƉƌŽũĞƚŽƐ� ŽƵ� ĂŵďŝĞŶƚĞƐ� ŶŽƐ� ƋƵĂŝƐ� ŽƐ� ĂůƵŶŽƐ� ƉŽƐƐĂŵ� ĞdžƉůŽƌĂƌ͕ � ǀŝǀĞŶĐŝĂƌ͕ � ĞdžƉĞƌŝŵĞŶƚĂƌ͕ � ƉƌŽďůĞŵĂƟnjĂƌ͕ � ĨŽƌŵƵůĂƌ� ŚŝƉſƚĞƐĞƐ� Ğ�ĐƌŝĂƌ�ĨŽƌŵĂƐ�ĚĞ�ƌĞƐŽůǀĞƌ�ĞƐƐĞƐ�ƉƌŽďůĞŵĂƐ�Ğ͕�ĂƐƐŝŵ͕�ĐƌŝĞŵ�Ğ� decidam seus caminhos e não apenas recebam e consumam. WŽĚĞŵŽƐ�ĚŝnjĞƌ�ƋƵĞ�ƉĂƌĂ�ƚƌĂŶƐĨŽƌŵĂƌ�Ă� ŝŶƐƚƌƵĕĆŽ�Ġ�ƉƌĞĐŝƐŽ� ƉƌŽƉŽƌĐŝŽŶĂƌ�ĂŐġŶĐŝĂ�ĂŽ�ĂƉƌĞŶĚŝnj�Ğ͕�ĚĞƐƐĞ�ŵŽĚŽ͕�Ă�ƉĂƌƟƌ�ĚĞ� ĞůĞŵĞŶƚŽƐ͕�ƌĞĨĞƌġŶĐŝĂƐ�Ğ�ƚƌŝůŚĂƐ�ƋƵĞ�ƉŽĚĞŵ�ƐĞƌ�ƉƌŽƉŽƐƚĂƐ͕� ĞůĞ� ĞdžĞƌĐŝƚĂƌĄ� Ž� ƉŽĚĞƌ� ĚĞ� ĚĞĐŝĚŝƌ͕ � ĨĂnjĞƌ͕ � ĞdžƉůŽƌĂƌ� Ğ� ĐƌŝĂƌ� ƐŝƚƵĂĕƁĞƐ�ŶŽǀĂƐ�ĚĞ�ĂƉƌĞŶĚŝnjĂŐĞŵ͘ EĞƐƐĞ�ĐĂŵŝŶŚŽ�ƉƌŽƉŽƐƚŽ�ƉŽƌ�WĂƉĞƌƚ�;ϭϵϵϳͿ�Ġ�ƋƵĞ�ĞƐƚĄ� Ă� ŝŵƉŽƌƚąŶĐŝĂ� ĚŽƐ� ŐĂŵĞƐ͗� ƉĞŶƐĂƌ� ĐŽŵŽ� ĚĞƐĞŶŚĂƌ� ŐĂŵĞƐ� ŽƵ�ƉƌŽĐĞƐƐŽƐ�ŐĂŵŝĮĐĂĚŽƐ�ŝŶǀĞƐƟŐĂƟǀŽƐ�ƋƵĞ�ƉĞƌŵŝƚĂŵ�ƋƵĞ� Ž� ũŽŐĂĚŽƌ� ƚĞŶŚĂ�ŵĂŝƐ�ĂŐġŶĐŝĂ�Ğ�ƉŽĚĞƌ�ĚĞ�ĚĞĐŝƐĆŽ� ƐŽďƌĞ�Ž� ƋƵĞ�Ğ�ĐŽŵŽ�ĂƉƌĞŶĚĞƌ͕ �ŵĂƐ�ƐĞŵ��ĂďĂŶĚŽŶĂƌ�ĂƐ�ƌĞĨĞƌġŶĐŝĂƐ� culturais e a compreensão das realidades e contextos. DĂƐ� Ž� ŐĂŵĞ� Ġ� Ž�ŵĞƐŵŽ� ƋƵĞ� ĞdžƉĞƌŝġŶĐŝĂ͍� ,Ą�ŵƵŝƚĂ� ĐŽŶƚƌŽǀĠƌƐŝĂ� ƐŽďƌĞ�Ž� ƋƵĞ� Ġ� ĐŽŶƐŝĚĞƌĂĚŽ�ŽƵ�ŶĆŽ�Ƶŵ�ŐĂŵĞ� tanto na cultura como na educação. Há uma discrepância a ƐĞƌ�ŽďƐĞƌǀĂĚĂ�ĞŶƚƌĞ�ŽƐ�ŐĂŵĞƐ�ĐŽŵĞƌĐŝĂŝƐ͕� ƌĞůĂĐŝŽŶĂĚŽƐ�ĂŽ� ĞŶƚƌĞƚĞŶŝŵĞŶƚŽ�Ğ�ŽƐ�ĚŝƚŽƐ�ŐĂŵĞƐ�ĞĚƵĐĂĐŝŽŶĂŝƐ͘�dŽĚŽ�ŐĂŵĞ� Ġ�Ƶŵ�ƉƌŽĚƵƚŽ�ĐƵůƚƵƌĂů�ĐŽŵ�ǀĂůŽƌĞƐ�Ğ�ƉƌŝŶĐşƉŝŽƐ�ĠƟĐŽƐ͕�ĐŽŵ� ĐĂƌĂĐƚĞƌşƐƟĐĂƐ� ĞƐƚĠƟĐĂƐ� Ğ� ƐĞŵąŶƟĐĂƐ͘� DĞƐŵŽ� ŽƐ� ŐĂŵĞƐ� mais realistas possuem elementos simbólicos e contextuais. KƐ� ŐĂŵĞƐ� ĞĚƵĐĂĐŝŽŶĂŝƐ� ĐŽƐƚƵŵĂŵ� ƐĞƌ�ŵĞŶŽƐ� ǀŝǀĞŶĐŝĂŝƐ� Ğ� ĂĐĂďĂŵ͕�ƉŽƌ�ƵŵĂ�ĮdžĂĕĆŽ�ĚĞ�ĂƉƌĞƐĞŶƚĂĕĆŽ�ĚŽ�ĐŽŶƚĞƷĚŽ�Ğ͕�� ƉŽƌ�ŝƐƐŽ͕�ŵƵŝƚĂƐ�ǀĞnjĞƐ�ƉƌĞƐĞƌǀĂŵ�Ž�ƉĂƌĂĚŝŐŵĂ�ĚĂ�ŝŶƐƚƌƵĕĆŽ� e perdem a sua possibilidade de experimentação. DƵŝƚŽƐ� ĚŝƚŽƐ� ŐĂŵĞƐ� ĞĚƵĐĂĐŝŽŶĂŝƐ� ŶĆŽ� ƉĂƐƐĂŵ� ĚĞ� ĂƟǀŝĚĂĚĞƐ� ƌĞĂƟǀĂƐ� ĐŽŵ�ĂůŐƵŵĂƐ�ĚŝƐƚƌĂĕƁĞƐ�ĞƐƚĠƟĐĂƐ͘� WĂƌĂ� ĚĞĮŶŝƌ�Ž�ƋƵĞ�ĐŽŶƐŝĚĞƌĂŵŽƐ�ĞƐƐĞŶĐŝĂů�ĚĂ�ůŝŶŐƵĂŐĞŵ�ĚŽ�ŐĂŵĞ� ƉĂƌƟŵŽƐ�ĚĂ� ŝĚĞŝĂ� ĚĞ�DƵƌƌĂLJ� ;ϮϬϬϯͿ� ƐŽďƌĞ� ĞƐƚĠƟĐĂ�ĚĞ�Ƶŵ� ŵĞŝŽ�ĞůĞƚƌƀŶŝĐŽ͕��ƋƵĞ�ĞƐƚĄ��ĂƉŽŝĂĚĂ�Ğŵ�ƚƌġƐ�ĞŝdžŽƐ͗�ĂŐġŶĐŝĂ͕�� 19 carolei & tori emocional simbólico de enfrentar o desconhecido”. �� � ƋƵĞƐƚĆŽ� ĚŽ� ƉƌŽƚĂŐŽŶŝƐŵŽ� Ġ� ĐŽŵŽ� ĂŽ� ŵĞƐŵŽ� ƚĞŵƉŽ� ĞŶĨƌĞŶƚĂŵŽƐ� Ž� ĚĞƐĂĮŽ� ĚĞƐĐŽŶŚĞĐŝĚŽ� ĚŽ� ũŽŐŽ� Ğ� ĐŽŵŽ� exercitamos nossas habilidades. A outra possibilidade de ĂŐġŶĐŝĂ�Ġ�Ă�ĐŽŶƐƚƌƵĕĆŽ�ƋƵĞ�ĂĐŽŶƚĞĐĞ�ŶĂƐ�ƐŝƚƵĂĕĆŽ�Ğŵ�ƋƵĞ�Ž� ũŽŐĂĚŽƌ�ĐƌŝĂ�Ğ�ƉĞƌƐŽŶĂůŝnjĂ�ĂŵďŝĞŶƚĞƐ�Ğ�ŽďũĞƚŽƐ͘ WĂƌĂ� ^ĂůĞŶ� Ğ� ŝŵŵĞƌŵĂŶ� ;ϮϬϬϰ� Ɖ͘� ϴϬͿ� Ƶŵ� ŐĂŵĞ� ƚĞŵ� ŝĚĞŝĂƐ� ƉƌŝŵĄƌŝĂƐ͗� Ġ� Ƶŵ� ƐŝƐƚĞŵĂ͖� ƚĞŵ� ũŽŐĂĚŽƌĞƐ� ƋƵĞ� ƉĂƌƟĐŝƉĂŵ�ĚĞ�ĨŽƌŵĂ�ĂƟǀĂ͖�ŽƐ�ĚĞƐĂĮŽƐ�ƐĆŽ�ĂƌƟĮĐŝĂŝƐ͕�ŵĞƐŵŽ� ƚĞŶĚŽ� ĨƌŽŶƚĞŝƌĂƐ� Ğ� ƌĞĨĞƌġŶĐŝĂƐ� ĚĂ� ǀŝĚĂ� ƌĞĂů͖� ƐĞŵƉƌĞ� ŚĄ� ĐŽŶŇŝƚŽƐ� Ă� ƐĞƌĞŵ� ƌĞƐŽůǀŝĚŽ� ƋƵĞ� ƉŽĚĞŵ� ŽĐŽƌƌĞƌ� ĚĞ� ĨŽƌŵĂ� ŝŶĚŝǀŝĚƵĂů�Ğ�ĐŽŵƉĞƟƟǀĂ�ŽƵ�Ğŵ�ŐƌƵƉŽ�ĚĞ�ĨŽƌŵĂ�ĐŽůĂďŽƌĂƟǀĂ͖� ƚŽĚŽ� ũŽŐŽ� ƚĞŵ� ƌĞŐƌĂƐ� Ğ� Ġ�ƉŽƐƐşǀĞů� ƋƵĂŶƟĮĐĂƌ�Ž� ƌĞƐƵůƚĂĚŽ͘� ,Ą� ǀĄƌŝĂƐ� ƐĞŵĞůŚĂŶĕĂƐ� ĞŶƚƌĞ� Ă� ƉƌŽƉŽƐƚĂ� ĚĞ�DƵƌĂLJ� Ğ� Ă� ĚĞ� ^ĂůĞŶ�Θ�ŝŵŵĞƌŵĂŶ�ŶĂ�ĐŽŶƐĐŝġŶĐŝĂ�ƋƵĞ�Ƶŵ�ũŽŐŽ�ĞůĞƚƌƀŶŝĐŽ� Ġ�Ƶŵ�ƐŝƐƚĞŵĂ͕�ĐŽŵ�ĞůĞŵĞŶƚŽƐ�ƉƌŽĐĞĚŝŵĞŶƚĂŝƐ͕�ĐŽŵ�ƌĞŐƌĂƐ�Ğ� ĐŽŵ�Ă�ƉŽƐƐŝďŝůŝĚĂĚĞ�ĚĞ�ƋƵĂŶƟĮĐĂĕĆŽ�Ğ�ƚĂŵďĠŵ͕�Ğŵ�ŵƵŝƚŽƐ� ĐĂƐŽƐ͕�ĚĞ�ĂƵƚŽŵĂƟnjĂĕĆŽ�ĚŽƐ�ƌĞƐƵůƚĂĚŽƐ͘ dĂŵďĠŵ�Ġ�ŝŵƉŽƌƚĂŶƚĞ�ƉĞƌĐĞďĞƌ�Ž�ĚĞƐƚĂƋƵĞ�ƉĂƌĂ�Ž�ƉĂƉĞů� ĂƟǀŽ�ĚŽ� ũŽŐĂĚŽƌ͘ �WŽĚĞŵŽƐ�ĚŝnjĞƌ�ƋƵĞ�Ă�ĂŐġŶĐŝĂ�Ġ�ďĂƐƚĂŶƚĞ� ĐŽŶĞĐƚĂĚĂ�ĐŽŵ�Ă�ŝĚĞŝĂ�ĚĞ�ũŽŐĂďŝůŝĚĂĚĞ͕�ŶĂ�ƋƵĂů�Ž�design de ŐĂŵĞ�ƚĞŵ�ƋƵĞ�ĚĞĮŶŝƌ�ŽƐ�ĚĞƐĂĮŽƐ͕�ĂƐ� ƚƌŝůŚĂƐ͕�ĂƐ� ĨŽƌŵĂƐ�ĚĞ� ĐŽŵƉĞƟĕĆŽ�Ğ�ͬŽƵ�ĚĞ�ĐŽůĂďŽƌĂĕĆŽ͘�KƵƚƌŽ�ƉŽŶƚŽ�ƋƵĞ�ĞŶǀŽůǀĞ� Ă�ũŽŐĂďŝůŝĚĂĚĞ�ƐĆŽ�ĂƐ�ŵŝƐƐƁĞƐ�ŽƵ�ĚĞƐĂĮŽƐ�ĐƌŝĂĚŽƐ͕�ƋƵĞ�^ĂůĞŶ� Θ�ŝŵŵĞƌŵĂŶ;ϮϬϬϰͿ�ĐŚĂŵĂŵ�ĚĞ�ĐŽŶŇŝƚŽƐ͘� :Ą�Ƶŵ�ƉƌŽũĞƚŽ�ĚĞ�ŐĂŵŝĮĐĂĕĆŽ͕�ŶĞŵ�ƐĞŵƉƌĞ�Ġ�ƚŽƚĂůŵĞŶƚĞ� ĞůĞƚƌƀŶŝĐŽ� Ğ� ƉƌŽĐĞĚŝŵĞŶƚĂů͘� �ŵďŽƌĂ� � ĚĞǀĂ� ƚĞƌ� ƌĞŐƌĂƐ͕� � Ġ� possível ter feedbacks� ƋƵĞ� ŶĆŽ� ƐĆŽ� ĂƵƚŽŵĂƟnjĄǀĞŝƐ� Ğ� ŽƐ� ŝŵĞƌƐĆŽ�Ğ��ƚƌĂŶƐĨŽƌŵĂĕĆŽ͘�^ĞŐƵŶĚŽ�Ă�ƉƌĞŵŝƐƐĂ�ĚĞƐƐĞ�ĂƵƚŽƌ͕ � Ž�ŵĞŝŽ�ĚŝŐŝƚĂů� ƚĞŵ�ĞƐƐĂ�ĐĂƌĂĐƚĞƌşƐƟĐĂ�ŵƵƚĄǀĞů�Ğ� ŝƐƐŽ�ƉŽĚĞ� ŇĞdžŝďŝůŝnjĂƌ�Ž�ƉƌſƉƌŝŽ�ŝŶĚŝǀşĚƵŽ�ƋƵĞ�ŝŶƚĞƌĂŐĞ��Ă�ƐĞ��ƌĞůĂĐŝŽŶĂƌ� com a própria diversão. �ŵ�ƚƌĂďĂůŚŽƐ�ĂŶƚĞƌŝŽƌĞƐ�;�ĂƌŽůĞŝ�ϮϬϭϯͿ͕�ĚĞƐĞŶǀŽůǀĞŵŽƐ� Ă� ƉƌŽƉŽƐƚĂ� ĚĞ� ƋƵĞ� Ƶŵ� ƉƌŽĐĞƐƐŽ� ƌĞĂůŵĞŶƚĞ� ŐĂŵŝĮĐĂĚŽ� ƐĞ� ĨƵŶĚĂŵĞŶƚĂ� Ğŵ� ƚƌġƐ� ĞůĞŵĞŶƚŽƐ� ƋƵĞ� ƐĞ�ŵŝƐƚƵƌĂŵ� Ğ� ƐĞ� ĐŽŵƉůĞŵĞŶƚĂŵ͗� ĂŐġŶĐŝĂ͕� ŝŵĞƌƐĆŽ� Ğ� ĚŝǀĞƌƐĆŽ͘� WŽĚĞŵŽƐ� ĚĞƐĐƌĞǀĞƌ�ĚĞ�ĨŽƌŵĂ�ƐŝŶƚĠƟĐĂ��ĐĂĚĂ�Ƶŵ�ĚĞůĞƐ�ĐŽŵŽ͗�ƉƌŽƉŽƐƚĂ� ĚĞ�ĂĕĆŽ�ĚŽ�ũŽŐĂĚŽƌ�;ĂŐġŶĐŝĂͿ͕�ĨŽƌŵĂ�ĐŽŵŽ�ĞƐƐĞ�ũŽŐĂĚŽƌ�ĞŶƚƌĂ� Ğ� ƐĞ�ŵĂŶƚĠŵ�ĚĞŶƚƌŽ� ĚŽ� ĐşƌĐƵůŽ�ŵĄŐŝĐŽ� ĚŽ� ũŽŐŽ� ;ŝŵĞƌƐĆŽͿ� Ğ� ĐŽŵŽ� ĞůĞ� ƚƌĂŶƐĨŽƌŵĂ͕� ƉŽƌ� ĂƋƵŝůŽ� ƋƵĞ� ůŚĞ� Ġ� ĚŝǀĞƌƐŽ͕� Ž� potencial da diversão. ^ĞŐƵŶĚŽ� DƵƌƌĂLJ� ;ϮϬϬϯͿ� � ĂŐġŶĐŝĂ� � Ġ� Ă� ĐĂƉĂĐŝĚĂĚĞ� ŐƌĂƟĮĐĂŶƚĞ�ĚĞ�ƌĞĂůŝnjĂƌ�ĂĕƁĞƐ�ƐŝŐŶŝĮĐĂƟǀĂƐ�Ğ�ǀĞƌ�ƌĞƐƵůƚĂĚŽƐ� ĚĞ� ŶŽƐƐĂƐ� ĂĕƁĞƐ� Ğ� ŶŽƐƐĂƐ� ĞƐĐŽůŚĂƐ͘� �� ĂƵƚŽƌĂ� Ěŝnj� ƋƵĞ� Ž� ŝŶƚĞƌĂƚŽƌ͕ � ŶĞƐƐĂ� ƉŽƐƚƵƌĂ� ĂƟǀĂ͕� ƉŽĚĞ� ĂƐƐƵŵŝƌ� ƉŽƐƚƵƌĂƐ� ĚĞ� ŶĂǀĞŐĂĚŽƌ͕ �ƉƌŽƚĂŐŽŶŝƐƚĂ͕�ĞdžƉůŽƌĂĚŽƌ�ŽƵ�ĐŽŶƐƚƌƵƚŽƌ͘ �� ŶĂǀĞŐĂĕĆŽ� Ġ� ĐůĂƌĂŵĞŶƚĞ� ĞƐƉĂĐŝĂů� Ğ� ĚŝĨĞƌĞ� ĚĂ� ĞdžƉůŽƌĂĕĆŽ͕� ŶĂ� ŵĞĚŝĚĂ� Ğŵ� ƋƵĞ� Ă� ƉƌŝŵĞŝƌĂ� Ġ� ŵĂŝƐ� ĐŽŶƚĞŵƉůĂƟǀĂ�ĞŶƋƵĂŶƚŽ�Ă�ƐĞŐƵŶĚĂ͕�Ğŵ�ŐĞƌĂů͕�ƚĞŵ�ŽďũĞƟǀŽƐ� Ă� ƐĞƌĞŵ� ĚĞƐĐŽďĞƌƚŽƐ� Ğ� ŽďũĞƚŽƐ� ŽƵ� ĞƐƚƌƵƚƵƌĂƐ� Ă� ƐĞƌĞŵ� encontrados. �Ɛ� ĂƟǀŝĚĂĚĞƐ� ĚĞ� ĞdžƉůŽƌĂĕĆŽ͕� ƉŽƌ� ƐƵĂ� ǀĞnj͕� ŝŶĐůƵĞŵ� ĚŝƐƉŽƐŝƟǀŽƐ� ĚĞ� ĐŽůĞƚĂ� Ğ� ĐĂƚĂůŽŐĂĕĆŽ� ĚĞ� ŽďũĞƚŽƐ� ǀŝƌƚƵĂŝƐ͘� DƵƌƌĂLJ� ;ϮϬϬϯ�Ɖ͘�ϭϯϬͿ�Ěŝnj�ƋƵĞ�͞��ĂƚƌĂĕĆŽ�ĚƵƌĂĚŽƵƌĂ͕� ƚĂŶƚŽ� ĚĞ�ƵŵĂ�ŚŝƐƚſƌŝĂ� ĐŽŵŽ�ĚĞ�Ƶŵ� ũŽŐŽ͕� ĂĚǀĠŵ�ĚĂ� ĨƵƐĆŽ�ĞŶƚƌĞ� Ž�ƉƌŽďůĞŵĂ�ĐŽŐŶŝƟǀŽ�ĚĞ�ĞŶĐŽŶƚƌĂƌ�Ž� ĐĂŵŝŶŚŽ�Ğ�Ž�ƉĂĚƌĆŽ� 20 carolei & tori ƌĞƐƵůƚĂĚŽƐ�ƉŽĚĞŵ�ƐĞƌ�ŵĂŝƐ�ƋƵĂůŝƚĂƟǀŽƐ͘�DĂƐ�Ă�ƋƵĞƐƚĆŽ�ĚŽ� ĚĞƐĂĮŽ�Ġ�Ž�ƉŽŶƚŽ�ĨƵŶĚĂŵĞŶƚĂů͘���ĚĞĮŶŝƌ�Ž�ƟƉŽ�ĚĞ�ĂŐġŶĐŝĂ͕�� Ă�ƉĂƌƟƌ�ĚŽ�ĚĞƐĂĮŽ͕��ĚĞǀĞ�ƐĞƌ�Ž�ŶŽƐƐŽ�ĨŽĐŽ͘ dŽĚŽ�ƉƌŽĐĞƐƐŽ�ĞĚƵĐĂĐŝŽŶĂů�ƚĞŵ�ĐŽŵƉĞƚġŶĐŝĂƐ�ƋƵĞ͕�ƐĞ� ĞƐƉĞƌĂ͕� ƐĞũĂŵ� ĚĞƐĞŶǀŽůǀŝĚĂƐ� Ğ� ĂŵƉůŝĂĚĂƐ� ŶƵŵ� ĂůƵŶŽ͘� hŵ�ŐƌĂŶĚĞ�ƐĂůƚŽ�ƉĂƌĂ�ƉƌŽƉŽƐƚĂƐ�ŐĂŵŝĮĐĂĚĂƐ�Ġ�ƉƌŽƉŽƌ�ĚĞƐĂĮŽƐ� ĐŽĞƌĞŶƚĞƐ�ŶŽƐ�ƋƵĂŝƐ�Ă�ĂŐġŶĐŝĂ�ƉƌŽƉŽƐƚĂ�ƐĞũĂ�ĐŽŵƉĂơǀĞů�ĐŽŵ� Ă� ĐŽŵƉĞƚġŶĐŝĂ� ĞƐƉĞƌĂĚĂ͘��ƌŶĂƵ� Ğ� ĂďĂůĂ� ;ϮϬϭϬͿ� ƉƌŽƉƁĞŵ� a ideia de competência como uma superação da dicotomia ĞŶƚƌĞ�ƚĞŽƌŝĂ�Ğ�ƉƌĄƟĐĂ�Ğ�ĚĞ�ƐĞƌ�ĂůŐŽ�ďĞŵ�ŵĂŝƐ�ĐŽŵƉůĞdžŽ�ĚŽ�ƋƵĞ� ƐĞƌ�ĐŽŵƉĞƚĞŶƚĞ�Ğ�ĨĂnjĞƌ�ĂůŐŽ�ĚĞ�ĨŽƌŵĂ�ĞĮĐĂnj͘��ŽŵƉĞƚġŶĐŝĂ� Ġ� ƌĞůĂĕĆŽ� Ğ� ĐŽŵƉůĞdžŝĮĐĂĕĆŽ͕� ŶĆŽ� Ġ� ƐŝŵƉůĞƐŵĞŶƚĞ� ƐĞƉĂƌĂƌ� ĐŽŶĐĞŝƚŽƐ�ĚĞ�ĂĕĆŽ͕�ŵĂƐ�Ɛŝŵ�ƚƌĂďĂůŚĂƌ�ĐŽŵ��Ă�ŐĞƌĂĕĆŽ�ĚĞ�Ƶŵ� ƐŝƐƚĞŵĂ�Ğ� ƐƵĂƐ�ĞŵĞƌŐġŶĐŝĂƐ͘�K� ũŽŐŽ͕� ĐŽŵŽ�ĞdžƉĞƌŝġŶĐŝĂ�ŽƵ� ǀŝǀġŶĐŝĂ͕�ƉŽĚĞ�ƚĞƌ�ƵŵĂ�ƉƌŽƉŽƐƚĂ�ĂƚĠ�ƌŝƚƵĂů�ƋƵĞ�ǀĂŝ�ĂůĠŵ�ĚĞ� uma simples representação ou reação. Há esse poder de “ïncoporação”. �� ƋƵĞƐƚĆŽ� ĚŽƐ� feedbacks� ƚĂŵďĠŵ� Ġ� ĂůŐŽ� ŝŵƉŽƌƚĂŶƚĞ� ƉĂƌĂ�ƐĞ�ĚŝƐĐƵƟƌ�ŶƵŵ�ƉƌŽĐĞƐƐŽ�ĚĞ�ŐĂŵŝĮĐĂĕĆŽ͘�K� feedback Ġ�ĂůŐŽ�ƋƵĞ�ĂůŝŵĞŶƚĂ�Ă�ĂŐġŶĐŝĂ͘��ŵ�ŐĞƌĂů�ŽƐ�feedbacks mais ĂƵƚŽŵĂƟnjĂĚŽƐ� ŶŽƐ� ŐĂŵĞƐ� ƌĞƉƌĞƐĞŶƚĂŵ� ƋƵĂŶƟĮĐĂĕĆŽ� ĚĂƐ� ĂĕƁĞƐ�ƋƵĞ�ƐĆŽ�ƉƌĞŵŝĂĚĂƐ�ĐŽŵ�ƌĞĐŽŵƉĞŶƐĂƐ͘��Ɛ�ƌĞĐŽŵƉĞŶƐĂƐ� ŵĂŝƐ�ĐŽŵƵŶƐ�ƐĆŽ͗ Ͳ�WŽŶƚŽƐ�;score e ranking) Ͳ��ĐĞƐƐŽ�;Ă�ŽƵƚƌĂƐ�ĄƌĞĂƐ�Ğ�ŝŶĨŽƌŵĂĕƁĞƐ�ĚŽ�ŐĂŵĞͿ Ͳ�^ƚĂƚƵƐ�Ğ�ƉŽĚĞƌĞƐ�;ŚĄ�ƟƚƵůĂĕƁĞƐ�ƉĂƌĂ�ŽƐ�ƉĞƌƐŽŶĂŐĞŶƐ� ĂůĠŵ�ĚĞ�ƉŽĚĞƌĞƐ�Ğ�ŝŶŇƵġŶĐŝĂ�ĐŽŶĨŽƌŵĞ�Ž�ƐƚĂƚƵƐͿ Ͳ�sĂůŽƌĞƐ�;ŵĞĚĂůŚĂƐ͕�ĞŵďůĞŵĂƐ�ŽƵ�͞badges͕͟ �ŽďũĞƚŽƐ� ǀŝƌƚƵĂŝƐ͕�ďƌŝŶĚĞƐ�İƐŝĐŽƐͿ͘ EŽƐ� ŐĂŵĞƐ� ĐŽŵĞƌĐŝĂŝƐ� ƚĂŵďĠŵ� ŚĄ� ƉƵŶŝĕƁĞƐ͕� ĐŽŵŽ� ĨĞƌŝŵĞŶƚŽ�Ğ�ŵŽƌƚĞ�ĚŽ�ƉĞƌƐŽŶĂŐĞŶƐ�ŽƵ�ƉĞƌĚĂ�ĚĞ�ŽďũĞƚŽƐ͘� Mas como isso poderia ser pensado num processo de ŐĂŵŝĮĐĂĕĆŽ�ĚĞ�ƵŵĂ�ĂĕĆŽ�ĞĚƵĐĂĐŝŽŶĂů͍�DƵŝƚŽ�ũĄ�ƐĞ�ĚŝƐĐƵƟƵ� ƐŽďƌĞ�Ă�ĂƐƐŽĐŝĂĕĆŽ�ƋƵĞ�ƐĞ�ĨĂnj�ĚĂ�ŐĂŵŝĮĐĂĕĆŽ�ĐŽŵ�Ă�ĐƌŝĂĕĆŽ� de formas de valoração e recompensa. Mas é preciso ƉĞƌĐĞďĞƌ� ƋƵĞ͕� ƉĞŶƐĂŶĚŽ� ĐŽŵŽ� Ƶŵ� ƐŝƐƚĞŵĂ� ĐŽŵƉůĞdžŽ͕� ƚƵĚŽ� ĞƐƚĄ� ŝŶƚĞƌůŝŐĂĚŽ͘� WŽƌ� ŝƐƐŽ� Ġ� ƉƌĞĐŝƐŽ� ĐŽŵƉƌĞĞŶĚĞƌ� ĐŽŵƉĞƚġŶĐŝĂ� Ğ� ĂŐġŶĐŝĂ͕� ďĞŵ� ĐŽŵŽ� Ă� ĐŽŵƉůĞdžŝĚĂĚĞ� ĚĞ� ƌĞůĂĕƁĞƐ�ĞŶǀŽůǀŝĚĂƐ�ƉĂƌĂ�ƋƵĞ�ƐĞ�ĐƌŝĞŵ�ƌƵďƌŝĐĂƐ�Ğ�ƐŝƐƚĞŵĂƐ� ĚĞ� ǀĂůŽƌĂĕĆŽ� ƋƵĞ� ĂũƵĚĞŵ� Ž� ũŽŐĂĚŽƌ� Ă� ƉĞƌĐĞďĞƌ� ŵĞůŚŽƌ� Ž� ƐŝƐƚĞŵĂ� Ğ� ŶĆŽ� ĂƉĞŶĂƐ� ƉƌĞŶĚġͲůŽ� ŶƵŵĂ� ĂĕĆŽ� ƌĞĂƟǀĂ� desconectada e descontextualizada. K�ƐĞŐƵŶĚŽ�ĞůĞŵĞŶƚŽ�ĨƵŶĚĂŵĞŶƚĂů�ĚĞ�Ƶŵ�ŐĂŵĞ͕�ƋƵĞ� ĞƐƚĄ�ŝŶƟŵĂŵĞŶƚĞ�ůŝŐĂĚŽ�ă�ĂŐġŶĐŝĂ͕�Ġ�ă�ŝŵĞƌƐĆŽ͘�hŵ�ŐĂŵĞ͕� ŵĞƐŵŽ� ƐĞŵ� Ƶŵ� ĐŽŶƚĞƷĚŽ� ƋƵĞ� ƌĞŵĞƚĂ� ĂŽ� ŝŵĂŐŝŶĄƌŝŽ͕� Ġ� Ƶŵ� ͞ŽďũĞƚŽ� ĞŶĐĂŶƚĂĚŽ͘͟ � �ŽŵŽ� Ěŝnj� ^ŚĞƌƌLJ� dƵƌŬůĞ� ;ϭϵϴϵͿ͗� “o trabalho no computador pode nos proporcionar acesso ŝƌƌĞƐƚƌŝƚŽ�ăƐ�ĞŵŽĕƁĞƐ͕�ĂŽƐ�ƉĞŶƐĂŵĞŶƚŽƐ�Ğ�ăƐ�ĐŽŶĚƵƚĂƐ�ƋƵĞ� ŶŽƐ� ƐĆŽ� ǀĞĚĂĚŽƐ� ŶĂ� ǀŝĚĂ� ƌĞĂů͘͟ � �ƐƐĂ� ŝŵĞƌƐĆŽ� ƉŽĚĞ� ŐĞƌĂƌ� ĞƐƉĂĕŽƐ�ƉƷďůŝĐŽƐ�ƋƵĞ�ƐĞ�ŵŝƐƚƵƌĂŵ�ĐŽŵ�ƉƌŝǀĂĚŽƐ�Ğ�şŶƟŵŽƐ͘� �ůĂ� ŐĞƌĂ� ƐŝƚƵĂĕƁĞƐ� ůŝŵŝĂƌĞƐ͘� �� ŝŵĞƌƐĆŽ� ĚĞ� ĐĂŵĂĚĂ� ŵĂŝƐ� ŝŶĚƵƟǀĂ�Ğ�ƐĞŶƐŽƌŝĂů�ŝŵĞĚŝĂƚĂ�ƉŽĚĞ�ƐĞƌ�ƉƌŽǀŽĐĂĚĂ�ƉŽƌ�ƵŵĂ� ƐĠƌŝĞ� ĚĞ� ĚŝƐƉŽƐŝƟǀŽƐ� ƋƵĞ� ĂŵƉůŝĂŵ� ŽƵ� ĞŶŐĂŶĂŵ� ŶŽƐƐŽƐ� ƐĞŶƟĚŽƐ͘� 21 carolei & tori DĂƐ� Ă� ŝŵĞƌƐĆŽ� ƋƵĞ� ĐŽƌƌĞƐƉŽŶĚĞ� ĂŽ� ĨĂŵŽƐŽ� ͞ĐşƌĐƵůŽ� ŵĄŐŝĐŽ͕͟ � ƋƵĞ� ĨĂnj� Ƶŵ� ũŽŐĂĚŽƌ� ĮĐĂƌ� ĚĞŶƚƌŽ� ĚĞ� Ƶŵ� ŐĂŵĞ͕� ŵƵŝƚĂƐ� ǀĞnjĞƐ͕� ƉŽƌ� ŚŽƌĂƐ͕� Ġ� ŵƵŝƚŽ� ŵĂŝƐ� ĚŽ� ƋƵĞ� ĞƐơŵƵůŽƐ� sensoriais variados e em excesso. Imersão é um conceito ĐŽŵƉůĞdžŽ͕�ƋƵĞ�ŶĆŽ�ĞŶǀŽůǀĞ�ĂƉĞŶĂƐ�ƐĞŶƐĂĕĆŽ�ŽƵ�ůſŐŝĐĂ͕�ŽƵ� ƐĞũĂ͕�ĞƐƚƌƵƚƵƌĂƐ�ƐĞŶƐŽƌŝĂŝƐ�Ğ�ĨŽƌŵĂƐ�ĚĞ�ƌĞƉƌĞƐĞŶƚĂĕĆŽ͕�ŵĂƐ� ƚĂŵďĠŵ� ƐĞŶƟŵĞŶƚŽ� Ğ� ŝŶƚƵŝĕĆŽ͕� ĂůĠŵ� ĚĞ� ƵŵĂ� ĂŵƉůŝĂĕĆŽ� ĚŽ� ƉƌŽĐĞƐƐŽ� ĚĞ� ĐŽŐŶŝĕĆŽ͘� �� ŝŵĞƌƐĆŽ� ƉŽĚĞ� ƐĞƌ� ƉƌŽǀŽĐĂĚĂ� ƚĂŵďĠŵ� ƉĞůŽ� ƐĞŶƟŵĞŶƚŽ� ĚĞ� ƉƌĞƐĞŶĕĂ� Ğ� ƚĂŵďĠŵ� ƉŽƌ� ĞƐƚƌƵƚƵƌĂƐ�ĂƌƋƵĞơƉŝĐĂƐ͕�ĐŽŵŽ�ĂƐ�ƋƵĞ�ƐĆŽ�ĚĞƐƉĞƌƚĂĚĂƐ�ƉĞůĂƐ� ŶĂƌƌĂƟǀĂƐ͘ ^ĞŐƵŶĚŽ�DƵƌƌĂLJ� ;ϮϬϬϯͿ� ŚĄ� ǀĄƌŝŽƐ� ŶşǀĞŝƐ� ĚĞ� ŝŵĞƌƐĆŽ͕� desde uma simples visita até o transporte completo da ŵĞŶƚĞ� ĐŽƌƉŽƌŝĮĐĂĚĂ� ƉĂƌĂ� Ž� ĐşƌĐƵůŽ� ŵĄŐŝĐŽ͘� � EĂ� ƉĞƐƋƵŝƐĂ� ĞƐƚƌĂƚĠŐŝĂƐ� ĞĚƵĐĂĐŝŽŶĂŝƐ� ŝŵĞƌƐŝǀĂƐ� ;�ĂƌŽůĞŝ� ϮϬϭϯͿ� ĨŽƌĂŵ� ĚĞƐĞŶǀŽůǀŝĚĂƐ�ƉƌŽƉŽƐƚĂƐ�ƉĞĚĂŐſŐŝĐĂƐ�ƋƵĞ�ƉƌŽƉŝĐŝĂƐƐĞŵ�ăƐ� ƉĞƐƐŽĂƐ� ƐĞ� ƐĞŶƟƌĞŵ� ƌĞĂůŵĞŶƚĞ� ĞŶǀŽůǀŝĚĂƐ͘� &ŽƌĂŵ� ƵƐĂĚĂƐ� ĐŽŵŽ� ƌĞĨĞƌĞŶĐŝĂů� ƚĞſƌŝĐŽ� ĂƐ� ƟƉŽůŽŐŝĂƐ� ƉƐŝĐŽůſŐŝĐĂƐ� ĚĞ� :ƵŶŐ� ;ϮϬϬϰͿ�ƋƵĞ� ĐŽŵƉƌĞĞŶĚĞŵ�ƋƵĂƚƌŽ� ĨƵŶĕƁĞƐ͗� ƐĞŶƐĂĕĆŽ͕� ŝŶƚƵŝĕĆŽ͕�ƐĞŶƟŵĞŶƚŽ�Ğ�ƉĞŶƐĂŵĞŶƚŽ͘�EĞƐƐĂ�ƉĞƐƋƵŝƐĂ͕�ǀĄƌŝĂƐ� ƉƌĄƟĐĂƐ�ƉĞĚĂŐſŐŝĐĂƐ�Ğ�ŵĂƚĞƌŝĂŝƐ�ĚŝĚĄƟĐŽƐ�ĨŽƌĂŵ�ĂŶĂůŝƐĂĚŽƐ� ĐŽŵ� Ă� ƉƌĞŵŝƐƐĂ� ĚĞ� ƋƵĞ� Ă� ŝŵĞƌƐĆŽ� ƐĞƌŝĂ� ŵĂŝƐ� ƉƌŽĨƵŶĚĂ� ƋƵĂŶƚŽ�ŵĂŝƐ�ĨƵŶĕƁĞƐ�ƉƐŝĐŽůſŐŝĐĂƐ�ĚĞŵĂŶĚĂƐƐĞ͘�KƵ�ƐĞũĂ͕�ƐĞ� Ă� ĞdžƉĞƌŝġŶĐŝĂ� ĂƉĞŶĂƐ� ĮĐĂƌ� ŶŽ� ŶşǀĞů� ƐĞŶƐŽƌŝĂů� ĞůĂ� Ġ�ŵĞŶŽƐ� ŝŵĞƌƐŝǀĂ�ĚŽ�ƋƵĞ�ĂƋƵĞůĂƐ�ƋƵĞ�ĐŽŶƚġŵ�ĐŽŶƚĞƷĚŽƐ�ƐŝŵďſůŝĐŽƐ� Ğ�ĞŶǀŽůǀĞŵ�Ă�ĨƵŶĕĆŽ�ŝŶƚƵŝĕĆŽ�ŽƵ�ĞŵŽĕƁĞƐ�ƋƵĞ�ĞŶǀŽůǀĞŵ�Ă� ĨƵŶĕĆŽ�ƐĞŶƟŵĞŶƚŽ͘�K�ƋƵĞ�ƐĞ�ĐŽŶĐůƵŝƵ�ŶĞƐƐĂ�ƉĞƐƋƵŝƐĂ�Ġ�ƋƵĞ� Ă�ƉƌĞŵŝƐƐĂ�ƐĞ�ĐŽŶĮƌŵŽƵ�Ğŵ�ŵƵŝƚŽƐ�ĐĂƐŽƐ͕�ĞŵďŽƌĂ�ǀĂƌŝĂƐƐĞ� Ƶŵ�ƉŽƵĐŽ�ĚĞ�ĂĐŽƌĚŽ�ĐŽŵ�Ă�ƟƉŽůŽŐŝĂ�ƉƐŝĐŽůſŐŝĐĂ�ĚŽ�ĂůƵŶŽ�Ğ� das suas funções ditas inferiores. :ƵŶŐ� ĞƐƚĂďĞůĞĐĞ� ŶĂ� ƐƵĂ� ƟƉŽůŽŐŝĂ� ƋƵĞ� ĐĂĚĂ� ŝŶĚŝǀşĚƵŽ� ƚĞŵ� ƵŵĂ� ĚĂƐ� ĨƵŶĕƁĞƐ� ƉƐŝĐŽůſŐŝĐĂƐ� ƋƵĞ� Ġ� ĐŽŶƐŝĚĞƌĂĚĂ� ŝŶĨĞƌŝŽƌ͕ � ƉŽŝƐ� ƐĞŐƵŶĚŽ� ĞůĞ͕� Ġ� ƋƵĂƐĞ� ŝŵƉŽƐƐşǀĞů� ĂůŐƵĠŵ� ĚĞƐĞŶǀŽůǀĞƌ�ďĞŵ�ƚŽĚĂƐ�ĂƐ�ĨƵŶĕƁĞƐ�Ğ�ĂƐ�ƉƌſƉƌŝĂƐ�ĞdžŝŐġŶĐŝĂƐ� ƐŽĐŝĂŝƐ�ĨĂnjĞŵ�ĐŽŵ�ƋƵĞ�ĂƐ�ƉĞƐƐŽĂƐ�ĚŝĨĞƌĞŶĐŝĞŵ�ĂƐ�ĨƵŶĕƁĞƐ�Ğ͕� ĞƐƉĞĐŝĂůŵĞŶƚĞ�ƵŵĂ�ĚĞůĂƐ͕�ĮƋƵĞ�ŵĂŝƐ�ŶĂ�ƐŽŵďƌĂ͘�'ĞƌĂůŵĞŶƚĞ� uma das funções é mais inconsciente e é a mobilização dessa ĨƵŶĕĆŽ�ƋƵĞ�ĚĄ�ŵĂŝŽƌĞƐ�ƉŽƐƐŝďŝůŝĚĂĚĞƐ�ĚĞ�ĚĞƐĞŶǀŽůǀŝŵĞŶƚŽ� Ğ� ĂƉƌĞŶĚŝnjĂŐĞŵ͘� K� ŵĂŝƐ� ŝŶƚĞƌĞƐƐĂŶƚĞ� Ġ� ƋƵĞ� ŽƐ� ŵĂƚĞƌŝĂŝƐ� Ğ� ƉƌŽƉŽƐƚĂƐ� ƋƵĞ� ŵŽďŝůŝnjĂǀĂŵ� ĂƐ� ĨƵŶĕƁĞƐ� ĚŝƚĂƐ� ŝŶĨĞƌŝŽƌĞƐ� ƉŽĚŝĂŵ� ƚĞƌ� ĞĨĞŝƚŽƐ� ƚŽƚĂůŵĞŶƚĞ� ŝŶǀĞƌƐŽƐ͕� ŽƵ� ƐĞũĂ͕� ŽƵ� Ă� ŝŵĞƌƐĆŽ�ĞƌĂ�ŵĂŝƐ�ƉƌŽĨƵŶĚĂ�ŽƵ�ŝŶĞdžŝƐƚĞŶƚĞ͘�WŽƌ�ĞdžĞŵƉůŽ͕�Ƶŵ� ĂůƵŶŽ�ƋƵĞ�ƚĞŵ�ĐŽŵŽ�ĨƵŶĕĆŽ�ŝŶĨĞƌŝŽƌ�Ă�ŝŶƚƵŝĕĆŽ͕�ĂƐ�ƉƌŽƉŽƐƚĂƐ� ŵĂŝƐ�ƐŝŵďſůŝĐĂƐ�ƋƵĞ�ŵŽďŝůŝnjĂǀĂŵ�ĞƐƐĂ�ĨƵŶĕĆŽ�ƉŽĚŝĂŵ�ƚĂŶƚŽ� ter um efeito de imersão intensa como poderia ter uma ƌĞũĞŝĕĆŽ�ĐŽŵƉůĞƚĂ͕�ĚĞƉĞŶĚĞŶĚŽ�ĚĞ�ƐƵĂ�ĚŝƐƉŽŶŝďŝůŝĚĂĚĞ�ƉĂƌĂ� se relacionar com suas sombras e enfrentar seus obstáculos. KƵƚƌŽ� ƉŽŶƚŽ� ƋƵĞ� ƐĞ� ƉĞƌĐĞďĞƵ� ĞƌĂ� Ă� ŝŵƉŽƌƚąŶĐŝĂ� ĚĂ� ƌĞůĂĕĆŽ� ĞŶƚƌĞ� ĂŐġŶĐŝĂ� Ğ� ŝŵĞƌƐĆŽ͘� YƵĂŶƚŽ�ŵĂŝƐ� Ž� ũŽŐĂĚŽƌͬ� ĂůƵŶŽ� ƐĞ� ƉĞƌĐĞďŝĂ� ƌĞƐƉŽŶƐĄǀĞů� ƉĞůĂƐ� ĂĕƁĞƐ� ĚĞ� ĞƐĐŽůŚĂ͕� ĚĞ� ŵĂŶŝƉƵůĂĕĆŽ͕�ĚĞĐŝƐĆŽ�Ğ�ĐƌŝĂĕĆŽ͕�ŵĂŝƐ�ŝŵĞƌƐĆŽ�ƐĞŶƟĂ͘�KƵƚƌĂ� ƌĞůĂĕĆŽ� ĨƌĞƋƵĞŶƚĞŵĞŶƚĞ� ĂƉƌĞƐĞŶƚĂĚĂ� ƐŽďƌĞ� ŝŵĞƌƐĆŽ� Ġ� sua conexão com a emoção e com o prazer. Podemos até ĚŝnjĞƌ� ƋƵĞ� ŝƐƐŽ� ƚƌĂnj� ƵŵĂ� ĐŽŶĞdžĆŽ� ĐŽŵ�Ă� ŝĚĞŝĂ� ĚĞ�ĚŝǀĞƌƐĆŽ͕� ƋƵĞ�Ġ�ŶŽƐƐŽ�ƚĞƌĐĞŝƌŽ�ĞůĞŵĞŶƚŽ�ƋƵĞ�ĐĂƌĂĐƚĞƌŝnjĂ�Ƶŵ�ŐĂŵĞ�ŽƵ� ƉƌŽĐĞƐƐŽ�ĚĞ�ŐĂŵŝĮĐĂĕĆŽ͘ 22 carolei & tori A diversão vem da ideia do diverso e de uma outra ǀĞƌƐĆŽ�ĚĂ�ƌĞĂůŝĚĂĚĞ͘��K�ƋƵĞ�ŶŽƐ�ĚŝǀĞƌƚĞ�Ġ�ĂƋƵŝůŽ�ƋƵĞ�ŶŽƐ�ƟƌĂ� do “nosso mundo” e nos transporta para uma outra versão ŶĂ� ƋƵĂů� ƉŽƐƐĂŵŽƐ� ƚƵĚŽ͕� ƌĞĂůŝnjĂŵŽƐ� ŽƐ� ŶŽƐƐŽƐ� ĚĞƐĞũŽƐ͕� ĞŶĨƌĞŶƚĂŵŽƐ� ŶŽƐƐŽƐ� ŵĞĚŽƐ͕� ƐŽŵŽƐ� ƋƵĞŵ� ƉĞŶƐĂŵŽƐ� ŶĆŽ� ƐĞƌ͘ �DĂƐ͕� Ğŵ�ŐĞƌĂů͕� ŝƐƐŽ� ŶĞŵ�Ġ� ĐŽŐŝƚĂĚŽ�ŶŽƐ� ƉƌŽũĞƚŽƐ� ĞĚƵĐĂĐŝŽŶĂŝƐ͘�DƵŝƚĂƐ�ǀĞnjĞƐ�ƐĞ�ĞƐƉĞƌĂ�ƵŵĂ�ƌĞĂĕĆŽ�ĐŽŶƚƌŽůĂĚĂ͕� Ƶŵ�ĐĂŵŝŶŚŽ�ĞƐƉĞƌĂĚŽ͕�ĂůŐŽ�ƋƵĞ�Ěġ�ƐĞŐƵƌĂŶĕĂ�ĂŽ�ĂůƵŶŽ�Ğ�ĂŽ� ƉƌŽĨĞƐƐŽƌ͕ � ƌĂƌĂŵĞŶƚĞ�ƐĞ�ƉĞƌŵŝƟŶĚŽ�ƵŵĂ�ĐĞƌƚĂ�ƉƌŽǀŽĐĂĕĆŽ� ƉĂƌĂ�Ƶŵ�ĐĂŵŝŶŚŽ�ĚŝĨĞƌĞŶƚĞ͕�ĚŝǀĞƌƐŽ�Ğ�ĚŝǀĞƌƟĚŽ͘ �ƐƉĞƌĂͲƐĞ� ƋƵĞ� Ž� ĂůƵŶŽ� ƐĞũĂ� ĐŽŵƉĞƚĞŶƚĞ� ŶŽ� ĐĂŵŝŶŚŽ� ƉƌĠͲĚĞƚĞƌŵŝŶĂĚŽ�Ğ�ƉƌĞǀŝƐƚŽ�Ğ͕� Ă�ƉĂƌƟƌ�ĚŝƐƐŽ͕� ƐĞũĂ�ĚĞĮŶŝĚĂ� uma forma de medir essa competência em números ou ĐŽŶĐĞŝƚŽƐ� ƋƵĂůŝĮĐĂĚŽƌĞƐ͘� WŽƌ� ƚƵĚŽ� ŝƐƐŽ͕� ĨĂnjĞŵ� ƐƵĐĞƐƐŽ� nos espaços de educação formal as propostas de uma ƉĂĚƌŽŶŝnjĂĕĆŽ͕�ŝŶĐůƵƐŝǀĞ�ŵƵŝƚĂƐ�ƉůĂƚĂĨŽƌŵĂƐ�ĂĚĂƉƚĂƟǀĂƐ�ƋƵĞ� têm sido desenvolvidas como soluções educacionais para Ă� ƉĞƌƐŽŶĂůŝnjĂĕĆŽ� ĚŽ� ĂƉƌĞŶĚŝnjĂĚŽ͕� ŐĞƌĂŵ� ƌĞĐŽŵĞŶĚĂĕƁĞƐ� ĂůŐŽƌşƚŵŝĐĂƐ�Ă�ƉĂƌƟƌ�ĚĞ�Ƶŵ�ƌĞƐƵůƚĂĚŽ�ĞƐƉĞƌĂĚŽ�Ğ�ĚĞƐĞũĄǀĞů͕� ĚĞƐƉƌĞnjĂŶĚŽ�Ă�ŝŵƉŽƌƚąŶĐŝĂ�ĚŽƐ�ĞƌƌŽƐ͕�ĚĂ�ĞŵŽĕƁĞƐ�Ğ�ĂƚĠ�ĚĂƐ� sombras nos processos educacionais. �Ɛ� ĞŵŽĕƁĞƐ͕� � ŵƵŝƚĂƐ� ǀĞnjĞƐ͕� � ƐĆŽ� ƚƌĂƚĂĚĂƐ� ĚĞ� ĨŽƌŵĂ� ƌĞĚƵƚŽƌĂ�ĐŽŵ�ĨŽĐŽ�ĂƉĞŶĂƐ�ŶĂ�ŵŽƟǀĂĕĆŽ�Ğ�ŶŽ�ĞŶŐĂũĂŵĞŶƚŽ� ĐŽŵ�ƵŵĂ�ƉĞƌƐƉĞĐƟǀĂ�ĐŽŵƉŽƌƚĂŵĞŶƚĂů͕� ĐŽŵ�Ž�ŽďũĞƟǀŽ�ĚĞ� ĚĂƌ�ĞƐơŵƵůŽƐ�ĐŽƌƌĞƚŽƐ�ƉĂƌĂ� �ĐŽŶƐĞŐƵŝƌ�ƋƵĞ�Ž�ŽƵƚƌŽ� ĨĂĕĂ�Ž� ƋƵĞ�ĚĞůĞ�ĞƐƉĞƌĂŵŽƐ͘�WĂƌĂ�ƉĞŶƐĂƌ�ƉƌŽĨƵŶĚĂŵĞŶƚĞ�Ă�ĨƵŶĕĆŽ� ƐĞŶƟŵĞŶƚŽ͕�ĚĞǀĞŵ�ƐĞƌ�ĂŵƉůŝĂĚĂƐ�ĂƐ�ƋƵĞƐƚƁĞƐ�ĚĞ�ĞŵƉĂƟĂ� ;ƐƵĂ�ŝĚĞŶƟĮĐĂĕĆŽ�ĐŽŵ�Ž�ŽƵƚƌŽͿ�Ğ�ĚĞ�ĂůƚĞƌŝĚĂĚĞ�;ƐƵĂ�ƌĞůĂĕĆŽ� ĐŽŵ�Ž� ŽƵƚƌŽͿ͘� �ƐƐŝŵ� Ă� ĨƵŶĕĆŽ� ƐĞŶƟŵĞŶƚŽ� ŶĆŽ� ƐĞ� ƌĞĚƵnj� Ă� ĞƐơŵƵůŽƐ� ĞdžƚĞƌŶŽƐ�ƋƵĞ�ƉŽĚĞŵ�ƉƌŽǀŽĐĂƌ� ŽƵ�ŶĆŽ�ĞŵŽĕƁĞƐ� Ğ�Ɛŝŵ�ă�ŶŽƐƐĂ�ĐĂƉĂĐŝĚĂĚĞ�ĚĞ�ƐĞƌ�ĂĨĞƚĂĚŽ�ƉĞůŽ�ŽƵƚƌŽ�Ğ�ĐƌŝĂƌ� ƚĂŶƚŽ�ƵŵĂ�ŝĚĞŶƟĮĐĂĕĆŽ�ĐŽŵŽ�ƌĞůĂĕƁĞƐ�ŵĂŝƐ�ĐŽŵƉůĞdžĂƐ�ĚĞ� ƐĞ�ĐŽůŽĐĂƌ�ŶŽ�ůƵŐĂƌ�ĚĞůĞ�Ğ�ĞƐƚĂďĞůĞĐĞƌ�ǀşŶĐƵůŽƐ͘ �ůĂƌŽ� ƋƵĞ� ĂůŐƵŶƐ� ĞƐơŵƵůŽƐ� ƉŽĚĞŵ� ĨƵŶĐŝŽŶĂƌ� Ğŵ� ĂůŐƵŵĂƐ�ƐŝƚƵĂĕƁĞƐ͕�ŵĂƐ�ƉĞŶƐĂƌ�ĚĞ�ĨŽƌŵĂ�ƐŝƐƚġŵŝĐĂ�Ğ�ĐŽŵƉůĞdžĂ� Ġ�ďƵƐĐĂƌ�ƌĞůĂĕƁĞƐ�ŵĂŝƐ�ƉƌŽĨƵŶĚĂƐ͕�ĚŝǀĞƌƐĂƐ�Ğ�ĂŵƉůŝĮĐĂĚŽƌĂƐ�Ğ� ŶĆŽ� ƵŵĂ� ĨŽƌŵĂĕĆŽ� ƌĞĂƟǀĂ͕� ĐŽŵŽ� ĞƐƟŵƵůŽͲƌĞƐƉŽƐƚĂ͘� ^Ğ� ƋƵĞƌĞŵŽƐ�ƵŵĂ�ĂĕĆŽ�ƉĞĚĂŐſŐŝĐĂ�ƋƵĞ�ƚƌĂďĂůŚĞ�ĐŽŵƉĞƚġŶĐŝĂƐ� ŵĂŝƐ�ĂƵƚŽƌĂŝƐ�ƋƵĞ�ĞŶǀŽůǀĂŵ�ĐƌŝĂƟǀŝĚĂĚĞ�Ğ�ĂƵƚŽŶŽŵŝĂ�ƚĞŵŽƐ� ƋƵĞ� ŽĨĞƌĞĐĞƌ� ĞdžƉĞƌŝġŶĐŝĂƐ� ƋƵĞ� ƉƌŽǀŽƋƵĞŵ� ƵŵĂ� ĞdžƉĂŶƐĆŽ� ĚĂ� ƐƵĂ� ĐŽŶƐĐŝġŶĐŝĂ� Ğ� ŶĆŽ� ƋƵĞ� ĂĚƋƵŝƌĂŵ� ĐŽŵƉŽƌƚĂŵĞŶƚŽƐ� esperados. Outra forma importante de imersão é provocada ƉŽƌ� ƋƵĞƐƚƁĞƐ� ĐŽŶĐĞŝƚƵĂŝƐ� Ğ� ƉĞůĂƐ� ůſŐŝĐĂƐ� ĚŽ� ƉƌŽĐĞƐƐŽ� ĚĞ� ĐŽŶŚĞĐĞƌ͘ � �� ůſŐŝĐĂ� ŝŶĚƵƟǀĂ͕� ĨƌĞƋƵĞŶƚĞŵĞŶƚĞ� ƵƟůŝnjĂĚĂ� Ğŵ� ĚĞŵŽŶƐƚƌĂĕƁĞƐ� ƉĂƌĂ� ĞdžƉůŝĐŝƚĂƌ� ƌĞůĂĕƁĞƐ� ŵĂŝƐ� ĚŝƌĞƚĂƐ͕� ƋƵĞ� ƚƌĂƚĂ� ĚĞ� ŝŶĚŝĐĂƌ� ƌĞŐƵůĂƌŝĚĂĚĞ� Ğ� ĐƌŝĂƌ� ƌĞŐƌĂƐ� ŐĞŶĞƌĂůŝnjĂŶƚĞƐ� ƐĞŐƵŝŶĚŽ͕�ŐĞƌĂůŵĞŶƚĞ�Ƶŵ�ĐĂŵŝŶŚŽ�ůŝŶĞĂƌ͘ ��ƐƐĞ�ƟƉŽ�ĚĞ�ůſŐŝĐĂ� Ġ�ƉŽƵĐŽ�ŝŵĞƌƐŝǀĂ͕�ƉŽŝƐ�ĚŝƌĞĐŝŽŶĂ�ĚĞŵĂŝƐ͕�Ğ͕�ŝŶĨĞůŝnjŵĞŶƚĞ͕�Ġ� muito usada em propostas educacionais ��ůſŐŝĐĂ�ĚĞĚƵƟǀĂ�ƚĞŵ�Ƶŵ�ƉƌŽĐĞƐƐŽ�ŝŶǀĞƌƐŽ͕�ĐŽŵŽ�ƵŵĂ� ŚŝƐƚſƌŝĂ� ĚĞ�ĚĞƚĞƟǀĞ͕� ƋƵĞ�ŶĆŽ� ƐĞ� ĐŽŶƚĂ�Ž�ƋƵĞ� ĂĐŽŶƚĞĐĞƵ�Ă� ƉƌŝŽƌŝ͕� ŵĂƐ� ĐŽŶǀŝĚĂ� Ğ� ŝŶǀĞƐƟŐĂƌ� Ğ� ĚĞƐĐŽďƌŝƌ� Ă� ƉĂƌƟƌ� ĚĞ� ƉƌŽďůĞŵĂƟnjĂĕƁĞƐ͘� EĂ� ůſŐŝĐĂ� ĚĞĚƵƟǀĂ� ƚĂŵďĠŵ� Ġ� ƉƌĞĐŝƐŽ� ŝĚĞŶƟĮĐĂƌ� ƌĞůĂĕƁĞƐ͕� ƋƵĞ� ŶĞŵ� ƐĞŵƉƌĞ� ƐĆŽ� ƉƌſdžŝŵĂƐ� ŽƵ� óbvias e o processo inicia no contexto através de indícios ou 23 carolei & tori de pistas. São feitas conexões de elementos mais distantes Ğ�ŝƐƐŽ�ĨĂĐŝůŝƚĂ�Ă�ƉƌŽũĞĕĆŽ�Ğ�Ă�ĐŽŶƐƚƌƵĕĆŽ�ŵĞŶƚĂů͘�K�ƉƌŽĐĞƐƐŽ� ĚĞƐĐƌŝƟǀŽ�Ğ�ŝŶĚƵƟǀŽ�ŵŽƐƚƌĂ�Ă�ƌĞůĂĕĆŽ�ƉƌŽŶƚĂ�ŽƵ�Ă�ĂƉƌĞƐĞŶƚĂ� ĚĞ�ƵŵĂ�ĨŽƌŵĂ�ĚŝƌĞƚĂ͘�:Ą�Ž�ƉƌŽĐĞƐƐŽ�ĚĞĚƵƟǀŽ�ĚĄ�ƉŝƐƚĂƐ�ƉĂƌĂ�ƐĞ� ĞŶĐŽŶƚƌĂƌ�Ă�ƌĞůĂĕĆŽ͘��Žŵ�ĐĞƌƚĞnjĂ�Ă�ĚĞƐĐƌŝĕĆŽ�Ğ�ŽƐ�ƉƌŽĐĞƐƐŽƐ� ĚĞ�ĂďƐƚƌĂĕĆŽ�ĨĂnjĞŵ�ƉĂƌƚĞ�ĚŽ�ĐŽŶŚĞĐŝŵĞŶƚŽ͕�ŵĂƐ�ŵƵŝƚĂƐ�ǀĞnjĞƐ� ƉƌĞĐŝƐĂŵ�ƐĞƌ�͞ĐŽŶĐƌĞƟnjĂĚŽƐ͟�ƉĞůĂ�ŝŵĂŐŝŶĂĕĆŽ�Ğ�Ž�ƉƌŽĐĞƐƐŽ� ĚĞĚƵƟǀŽ�ĞƐƟŵƵůĂ�ŵĂŝƐ�Ă� ŝŵĂŐŝŶĂĕĆŽ�ĞŶƋƵĂŶƚŽ�Ž� ŝŶĚƵƟǀŽ� Ġ� ĂƉŽŝĂĚŽ� ŵĂŝƐ� ŶĂ� ƉĞƌĐĞƉĕĆŽ͘� 'ĞƌĂůŵĞŶƚĞ� Ă� ŝŵĂŐŝŶĂĕĆŽ� Ġ� ŵĂŝƐ� ƉŽĚĞƌŽƐĂ� ĚŽ� ƋƵĞ� Ă� ƐĞŶƐĂĕĆŽ͕� ĞƐƉĞĐŝĂůŵĞŶƚĞ� ŶŽƐ� processos de criação. DƵŝƚŽƐ� ŐĂŵĞƐ� ĞĚƵĐĂĐŝŽŶĂŝƐ� ƐĆŽ� ĚĞƐŝŶƚĞƌĞƐƐĂŶƚĞƐ� ƉŽƌ�ƐĞƌĞŵ�ŝŶĚƵƟǀŽƐ�ĚĞŵĂŝƐ͘�^ĞƌĄ�ƋƵĞ�ŶĆŽ�ƐĞ�ƉŽĚĞ�ŵƵĚĂƌ� Ă� ůſŐŝĐĂ͍� �Ž� ŝŶǀĠƐ� ĚĞ� ĨŽƌŶĞĐĞƌ� Ă� ŝŶĨŽƌŵĂĕĆŽ� ƉƌŽŶƚĂ� Ğ� ƉƌŽƉŽƌ� ƌĞůĂĕƁĞƐ� ŵƵŝƚŽ� ƐŝŵƉůĞƐ͕� ŶĆŽ� ƉŽĚĞƌşĂŵŽƐ� ƉƌŽƉŽƌ� ƉŝƐƚĂƐ� Ğ� ĚĂƌ� ŽƉŽƌƚƵŶŝĚĂĚĞ� ƉĂƌĂ� ƋƵĞ� Ă� ƉĞƐƐŽĂ� ŝŶǀĞƐƟŐƵĞ͕� ŝŵĂŐŝŶĞ͕�ĐŽŶƐƚƌƵĂ�ŚŝƉſƚĞƐĞƐ�Ğ͕�ŝŶĐůƵƐŝǀĞ͕�ĞƌƌĞ�ŵƵŝƚĂƐ�ǀĞnjĞƐ͍� K� ƉƌŽĐĞƐƐŽ� ĚĞĚƵƟǀŽ� Ġ� ŵĂŝƐ� ƉĂƐƐşǀĞů� ĚĞ� ĞƌƌŽƐ͕� Ġ� ŵĞŶŽƐ� ͞ŐĂƌĂŶƟĚŽ͟�Ğ� ŝƐƐŽ�Ġ�Ž�ŐƌĂŶĚĞ�ƉĂǀŽƌ�ĚĂƋƵĞůĞƐ�ƋƵĞ�ƋƵĞƌĞŵ� ĐŽŶƚƌŽůĂƌ�ĂƐ�ŝŶƚĞƌĂĕƁĞƐ�ĚĞ�ƋƵĞŵ�ĂƉƌĞŶĚĞ͘�K�ŐƌĂŶĚĞ�ƐĞŐƌĞĚŽ� de provocar a função pensamento num processo imersivo Ġ� ƚƌĂŶƐĨŽƌŵĂƌ� ĚĞŵŽŶƐƚƌĂĕĆŽ� Ğ� ŝŶĚƵĕĆŽ� Ğŵ� ŝŶǀĞƐƟŐĂĕĆŽ� e dedução. A dinâmica de encontrar pistas e desvendar ŵŝƐƚĠƌŝŽƐ�ƉŽĚĞ�ƐĞƌ�ĂůŐŽ�ŵƵŝƚŽ�ŵŽďŝůŝnjĂĚŽƌ͘ ���Ƶŵ�ĞŶŐĂũĂŵĞŶƚŽ� ƉĞůĂ�ĨƵŶĕĆŽ�ƉĞŶƐĂŵĞŶƚŽ͘�K�ĚĞƐĞƋƵŝůşďƌŝŽ�ĐŽŐŶŝƟǀŽ�ĐĂƵƐĂĚŽ� ƉŽƌ� ƵŵĂ� ƉƌŽďůĞŵĂƟnjĂĕĆŽ� ƚĂŵďĠŵ� ƉŽĚĞ� ƐĞƌ� ďĂƐƚĂŶƚĞ� ŝŵĞƌƐŝǀŽ͘� ,Ą� ƉĞƐƐŽĂƐ� ƋƵĞ� ĂĚŽƌĂŵ� ĞŶĨƌĞŶƚĂƌ� ĚĞƐĂĮŽƐ� Ğ� ƐŽůƵĐŝŽŶĂƌ�ƉƌŽďůĞŵĂƐ͘�DĂƐ�ĞdžŝƐƚĞŵ�ƉƌŽďůĞŵĂƟnjĂĕƁĞƐ�ŵĂŝƐ� ĐŽŶƚĞdžƚƵĂůŝnjĂĚĂƐ�ĚŽ�ƋƵĞ�ŽƵƚƌĂƐ͘�YƵĂŶĚŽ�Ă�ƉƌŽďůĞŵĂƟnjĂĕĆŽ� ĨĂnj� ƉĂƌƚĞ� ĚĂ� ŶĂƌƌĂƟǀĂ� ŽƵ� ĚĂ� ũŽŐĂďŝůŝĚĂĚĞ� ĞůĂ� Ġ� ďĞŵ�ŵĂŝƐ� ŝŵĞƌƐŝǀĂ�ĚŽ�ƋƵĞ�ƋƵĂŶĚŽ�Ġ�ĂůŐŽ�ĂƌƟĮĐŝĂů�Ğ�ĚĞƐĐŽŶƚĞdžƚƵĂůŝnjĂĚŽ͘ �� ŝŵĞƌƐĆŽ� ƉĞůĂ� ǀŝĂ� ŝŶƚƵŝƟǀĂ� ƉŽĚĞ� ĂƟŶŐŝƌ� ŶşǀĞŝƐ� ƐŝŵďſůŝĐŽƐ͘� WĂƌĂ� ŝƐƐŽ͕� Ġ� ƉƌĞĐŝƐŽ� ŝƌ� ĂůĠŵ� ĚŽ� ƵŶŝǀĞƌƐŽ� ĚĂ� ƌĞƉƌĞƐĞŶƚĂĕĆŽ� ƐşŐŶŝĐĂ� ;ƐŝŐŶŽͿ� Ğ� ďƵƐĐĂƌ� ĂƋƵŝůŽ� ƋƵĞ� ŶŽƐ� ŵŽǀŝŵĞŶƚĂ� ƐŝŐŶŝĮĐĂƟǀĂŵĞŶƚĞ� ;ƐşŵďŽůŽͿ͕� ĂƋƵŝůŽ� ƋƵĞ� ŶŽƐ� ƚƌĂŶƐĨŽƌŵĂ͕�ŵĂƐ� ƋƵĞ� ŶĆŽ� ƉŽĚĞ� ƐĞƌ� ƚŽƚĂůŵĞŶƚĞ� ĞdžƉůŝĐĂĚŽ͘� KƐ� ŵŽǀŝŵĞŶƚŽƐ� ƐŝŵďſůŝĐŽƐ� ĂƟŶŐĞŵ� ĂƐ� ĞƐƚƌƵƚƵƌĂƐ� ĂƌƋƵĞơƉŝĐĂƐ� Ğ͕� ƉŽƌ� ŝƐƐŽ͕� ŵŽǀŝŵĞŶƚĂŵ� ĚĞŵĂŝƐ� Ž� ũŽŐĂĚŽƌ͕ � ŵĂƐ� ĚŝĮĐŝůŵĞŶƚĞ� ĞůĞ� ĞŶƚĞŶĚĞ� ĐůĂƌĂŵĞŶƚĞ� Ž� ƉŽƌƋƵġ� ĚĞƐƐĂ� ŝŶƚĞŶƐŝĚĂĚĞ͘�KƐ�ŵŝƚŽƐ͕�ĐŽŶƚŽƐ�Ğ�ŽƵƚƌĂƐ�ĨŽƌŵĂƐ�ĚĞ�ŶĂƌƌĂƟǀĂƐ� ŶŽƐ� ŵŽďŝůŝnjĂŵ͕� ƉŽƌƋƵĞ� ĂƟŶŐĞŵ� ĞƐƐĞƐ� ƌĞŐŝŵĞƐ� ƐŝŵďſůŝĐŽƐ� ŝŶĐŽŶƐĐŝĞŶƚĞƐ͘�K�ŚĞƌſŝ͕�Ž�ŵĂŐŽ�ŽƵ�Ž�ĐŽŶƚĂĚŽƌ�ĚĞ�ŚŝƐƚſƌŝĂƐ� ĨĂnjĞŵ� ƉĂƌƚĞ� ĚĞ� ŶſƐ� Ğ� ĚĂ� ŶŽƐƐĂ� ĨŽƌŵĂ� ĚĞ� ŝŶƚĞƌĂŐŝƌ� ĐŽŵ� Ž� ŵƵŶĚŽ�Ğ͕� ĐŽŶƐĞƋƵĞŶƚĞŵĞŶƚĞ͕� ĐŽŵ�Ă� ŝŶĨŽƌŵĂĕĆŽ� Ğ� ĐŽŵ�Ă� ĂƉƌĞŶĚŝnjĂŐĞŵ͘�� � � � � hŵĂ�ĨŽƌŵĂ�ĚĞ�ǀŝǀĞƌ�Ă�ŝŵĞƌƐĆŽ�ŝŶƚƵŝƟǀĂ͕�ĚĞ�ƌĞƉƌĞƐĞŶƚĂƌ� ĞƐƐĞƐ� ͞ĂƐƉĞĐƚŽƐ� ŝŶƚĞƌŶŽƐ͕͟ � Ġ� ƵƟůŝnjĂƌ� Ă� ĚƌĂŵĂƟnjĂĕĆŽ� ŽƵ� ƚĞĂƚƌĂůŝnjĂĕĆŽ͘�WŽƌ�ŝƐƐŽ�ƋƵĞ�ŽƐ�ŐĂŵĞƐ�ĚŽ�ƟƉŽ�ZW'�;Role Play Games) são interessantes. As situações inventadas sempre ƚġŵ� ƌĞŐƌĂƐ͕� ŵĂƐ� ƋƵĂŶĚŽ� Ă� ƉƌŽƉŽƐƚĂ� Ġ� ĂďĞƌƚĂ� ă� ŝŶƚĞƌĂĕĆŽ� Ğ� ă� ŝŶƚƵŝĕĆŽ͕� ƉŽĚĞŵŽƐ� ĞdžƉĞƌŝŵĞŶƚĂƌ� ĨŽƌŵĂƐ�ĚŝĨĞƌĞŶƚĞƐ� ĚĞ� ůŝĚĂƌ�ĐŽŵ�ĞƐƐĂƐ�ƌĞŐƌĂƐ͕�ĚĞ�ƉƌŽƉŽƌ�ŶŽǀŽƐ�ĐĂŵŝŶŚŽƐ�Ğ�ŶŽǀĂƐ� ƌĞǀŽůƵĕƁĞƐ͕�ŶƵŵĂ�ĂƟƚƵĚĞ�ĚĞ�͞ƋƵĞďƌĂƌ͟�ĞƐƐĂƐ�ƌĞŐƌĂƐ͘� DƵƌƌĂLJ� ;ϮϬϬϯͿ� ĚĞƐƚĂĐĂ� ƋƵĞ� Ž� ƚĞƌĐĞŝƌŽ� ĂƐƉĞĐƚŽ� ĚĂ� ĞdžƉĞƌŝġŶĐŝĂ� ĚŝŐŝƚĂů� ĂůĠŵ� ĚĂ� ĂŐġŶĐŝĂ� Ğ� ĚĂ� ŝŵĞƌƐĆŽ� Ġ� Ă� ƚƌĂŶƐĨŽƌŵĂĕĆŽ͘� KƵ� ƐĞũĂ͕� ĐŽŵŽ� ĞdžƉĞƌŝŵĞŶƚĂƌ� Ž� ĚŝǀĞƌƐŽ� 24 carolei & tori ƉŽĚĞ�ŶŽƐ�ƚƌĂŶƐĨŽƌŵĂƌ͍�dĞŵŽƐ�ƋƵĞ�ŝƌ�ĂůĠŵ�ĚŽ�ĞŶƚƌĞƚĞƌ�ƋƵĞ� ƉŽĚĞ�ĐŚĞŐĂƌ�ĂƚĠ�ĂŽ�ĂůŝĞŶĂƌ͘ �^Ğ�ƉĞŶƐĂŵŽƐ�Ğŵ��ĚƵĐĂĕĆŽ͕�ŶĆŽ� ĚĞǀĞŵŽƐ�ĂƉĞŶĂƐ�ĚŝƐƚƌĂŝƌ�Ž�ĂůƵŶŽ�ƉĂƌĂ�ƋƵĞ�ĞůĞ�ŶĆŽ�ƉĞƌĐĞďĂ� ƋƵĞ�ĞƐƚĄ�ĂƉƌĞŶĚĞŶĚŽ͕�ƚĞŵŽƐ�Ġ�ƋƵĞ�ƚŽƌŶĂƌ�Ž�ĂƉƌĞŶĚŝnjĂĚŽ�ŵĂŝƐ� ĚŝǀĞƌƟĚŽ�ŶŽ�ƐĞŶƟĚŽ�ĚĞ�ŽĨĞƌĞĐĞƌ�ŽƉĕƁĞƐ�ĚŝǀĞƌƐĂƐ͕�ĚĞƐĂĮŽƐ͕� ŝŶǀĞƐƟŐĂĕĆŽ�Ğ�ŶĆŽ�Ƶŵ�ƐŝŵƉůĞƐ�ĐŽŶƐƵŵŽ�ĚĞ�ŝŶĨŽƌŵĂĕĆŽ�ŽƵ� ĚĞ� ĚŝƐƚƌĂĕĆŽ͘� WĞůŽ� ĐŽŶƚƌĄƌŝŽ͕� Ġ� ĨƵŶĚĂŵĞŶƚĂů� ƋƵĞ� ĞůĞ� ƐĂŝďĂ� ĐŽŵŽ͕�Ž�ƋƵĞ�Ğ�ƉŽƌƋƵĞ�ĞƐƚĄ�ĂƉƌĞŶĚĞŶĚŽ�Ğ�ŐŽƐƚĞ�ĚŝƐƐŽ�ƉŽƌƋƵĞ� Ġ�ĚŝĨĞƌĞŶƚĞ�Ğ�ĚĞƐĂĮĂĚŽƌ�Ğ�ƋƵĞ�ĞůĞ� ƐĞũĂ� ĐŽŶƐĐŝĞŶƚĞ�ĚŽ� ƐĞƵ� processo de transformação. EĆŽ� ŚĄ� ĂƉƌĞŶĚŝnjĂĚŽ� ĂƉĞŶĂƐ� ĐŽŵ� Ž� ƉŽůŝƟĐĂŵĞŶƚĞ� ĐŽƌƌĞƚŽ͕�ĐŽŵ�ƚƵĚŽ�ĐŽŶƚƌŽůĂĚŽ͕�ĐŽŵ�ƌĞĐĞŝƚĂ�ƉƌŽŶƚĂ�Ğ�ƌĞƐƵůƚĂĚŽ� ŐĂƌĂŶƟĚŽ͘���ŝŵƉŽƌƚĂŶƚĞ�ŽĨĞƌĞĐĞƌ�ĞdžƉĞƌŝġŶĐŝĂ�Ğ�ĚŝǀĞƌƐŝĚĂĚĞ� ƉĂƌĂ� ƋƵĞ� ƐĞ� ƉŽƐƐĂ� ĞƌƌĂƌ͕ � ƚĞŶƚĂƌ� ĚĞ� ŶŽǀŽ͕� ƉƌŽƉŽƌ� ŶŽǀŽƐ� ĐĂŵŝŶŚŽƐ͕� ǀŝǀĞƌ� ŵƵŝƚĂƐ� ǀŝĚĂƐ� Ğ͕� ĂƐƐŝŵ͕� ĐƌŝĂƌ͘ � K� ĚŝǀĞƌƟĚŽ� ŶĆŽ�Ġ�ƉĂƌĂ� ĨƵŐŝƌ�Ğ�ŶĞŐĂƌ�Ž�ŵƵŶĚŽ�ƋƵĞ�ǀŝǀĞŵŽƐ͕�ŵĂƐ�ƉĂƌĂ� experimentar outras formas para aprender a lidar melhor ĐŽŵ�Ž�ŵƵŶĚŽ�Ğŵ�ƋƵĞ�ǀŝǀĞŵŽƐ͘ ��ŝŵĞƌƐĆŽ�ĞƐƚĄ�ůŝŐĂĚĂ�ƚĂŶƚŽ�ĐŽŵ�Ă�ĚŝǀĞƌƐĆŽ�ĐŽŵŽ�ĐŽŵ�Ă� ĂŐġŶĐŝĂ͕�ƉŽŝƐ�Ă�ĂĕĆŽ�ĚŽ�ũŽŐĂĚŽƌ�ŶĆŽ�Ġ�Ƶŵ�ƐŝŵƉůĞƐ�ĐŽŵĂŶĚŽ͕� ŵĂƐ� ͞ƵŵĂ� ĞdžƉĞƌŝġŶĐŝĂ� Ă� ƐĞƌ� ƐĂďŽƌĞĂĚĂ͟� ƋƵĞ� ĐĂƵƐĂ� Ƶŵ� ͞ĂĨĞĐƚŽ͟�ŶŽ�ũŽŐĂĚŽƌ͘ ��ŽŵŽ�ĚŝƐƐĞŵŽƐ�ĂŶƚĞƌŝŽƌŵĞŶƚĞ�ĂŐġŶĐŝĂ� ƉŽĚĞ� ƐĞ� ĚĂƌ� ƉŽƌ� ŵĞŝŽ� ĚĂ� ŶĂǀĞŐĂĕĆŽ͕� ƋƵĞ� ĨĂnj� Ž� ũŽŐĂĚŽƌ� ĞŶĨƌĞŶƚĂƌ� Ž� ͞ĚĞƐĐŽŶŚĞĐŝĚŽ͟� ĐŽŵŽ� Ƶŵ� ůĂďŝƌŝŶƚŽ� ƋƵĞ� ĚĞǀĞ� ĚĞƐƉĞƌƚĂƌ� Ğ͕� ĂŽ�ŵĞƐŵŽ� ƚĞŵƉŽ͕� ĐŽŶƚƌŽůĂƌ� Ă� ĂŶƐŝĞĚĂĚĞ� ĚŽ� usuário. Tanto as propostas educacionais como suas linhas ŶĂƌƌĂƟǀĂƐ�ƉŽĚĞŵ�ĞƐƚĂƌ�ďĞŵ�ŵĂƌĐĂĚĂƐ�Ğ�ĚĞůŝŵŝƚĂĚĂƐ͕�ŵĂƐ� ĚĞǀĞ� ŚĂǀĞƌ� ĞƐƉĂĕŽƐ� ƉĂƌĂ� Ž� ůĞŝƚŽƌ� ŶĂǀĞŐĂĚŽƌ� ĐƌŝĂƌ� ƐƵĂƐ� ƉƌſƉƌŝĂƐ� ŚŝƐƚſƌŝĂƐ� Ğ� ƐĞ� ƉƌŽũĞƚĂƌ� ŶŽ� ŐĂŵĞ͘� EŽ� ůĂďŝƌŝŶƚŽ� ŚĄ� várias soluções possíveis. Mas podemos falar em processos ŐĂŵŝĮĐĂĚŽƐ�ĐŽŵ�ĞƐƚƌƵƚƵƌĂƐ� ƌŝnjŽŵĄƟĐĂƐ� ;ŶĆŽ� ůŝŶĞĂƌĞƐ�ŶĞŵ� ŚŝĞƌĄƌƋƵŝĐĂƐͿ� ƋƵĞ� ŶĆŽ� ƚġŵ� ƐŽůƵĕĆŽ͘� EĞƐƐĞ� ĐĂƐŽ� Ž� ƵƐƵĄƌŝŽ� ĚĞǀĞ�ĂŐŝƌ�ĐŽŵŽ�Ƶŵ�ĚĞƚĞƟǀĞ͗�ĞdžƉĞƌŝŵĞŶƚĂƌ�ŚŝƉſƚĞƐĞƐ�Ğ�ĐƌŝĂƌ� ƐƵĂƐ�ƉƌſƉƌŝĂƐ�ƌĞƉŽƐƚĂƐ�Ğŵ�ŐĂŵĞƐ�ŵĂŝƐ�ĂďĞƌƚŽƐ�Ğ�ƉĞƌǀĂƐŝǀŽƐ�� ƋƵĞ�ŶĆŽ�ĂƉƌĞƐĞŶƚĞŵ�ĐŽŶĐůƵƐƁĞƐ�ƉƌŽŐƌĂŵĂĚĂƐ͘� � �� ŝŵĞƌƐĆŽ� ĚĞǀĞ� ƚĞƌ� ƐĞƵ� ĐŽŶƚƌĂƉŽŶƚŽ� ŶĂ� ĞŵĞƌƐĆŽ͘� �� ŝŵƉŽƌƚĂŶƚĞ�ŵĞƌŐƵůŚĂƌ�ƉĂƌĂ�ǀŝǀĞŶĐŝĂƌ�Ž�ĂƉƌĞŶĚŝnjĂĚŽ͘�WŽƌĠŵ͕� Ġ�ĨƵŶĚĂŵĞŶƚĂů�ǀŽůƚĂƌ�ĂůŐƵŵĂƐ�ǀĞnjĞƐ�ƉĂƌĂ�Ă�ƐƵƉĞƌİĐŝĞ�ƉĂƌĂ� ͞ƌĞƐƉŝƌĂƌ͕͟ � ƌĞŇĞƟƌ� Ğ� ƐŝƐƚĞŵĂƟnjĂƌ� Ž� ƉƌŽĐĞƐƐŽ� ƋƵĞ� ƐĞ� ĞƐƚĄ� ĐŽŶĚƵnjŝŶĚŽ͘� �ƐƐŝŵ� Ƶŵ� ƉƌŽũĞƚŽ� ĚĞ� ŐĂŵŝĮĐĂĕĆŽ� ĚĞǀĞƌŝĂ� contemplar o maior número de elementos imersivos e uma ĂŐġŶĐŝĂ� ƉƌŽƉŽƐƚĂ� ĐŽŵŽ� ũŽŐĂďŝůŝĚĂĚĞ� Ğŵ� ƋƵĞ� Ž� ĂůƵŶŽ� ƐĞũĂ� ƌĞĂůŵĞŶƚĞ�ƉƌŽƚĂŐŽŶŝƐƚĂ�Ğ�ƋƵĞ�ůŚĞ�ƉƌŽƉŽƌĐŝŽŶĞ��ƵŵĂ�ǀŝǀġŶĐŝĂ� mais complexa. <ĂƉƉ� ;ϮϬϭϮͿ� ĂƉƌĞƐĞŶƚĂ� ĂůŐƵŵĂƐ� ĞƐƚƌĂƚĠŐŝĂƐ� ĚĞ� ŐĂŵŝĮĐĂĕĆŽ�Ğ� ĐŽŵŽ�ĞůĂƐ�ƉŽĚĞŵ� ĨĂǀŽƌĞĐĞƌ�Ž�ĞŶŐĂũĂŵĞŶƚŽ� ĚŽ�ĂůƵŶŽƐ͗ Ͳ�ZĞŐƌĂƐ͗�ƚŽĚŽ�ŐĂŵĞ�ƚĞŵ�ƌĞŐƌĂƐ�ŝŵƉůşĐŝƚĂƐ�ŽƵ�ĞdžƉůşĐŝƚĂƐ� Ğ�ŵƵŝƚĂƐ�ǀĞnjĞƐ�Ž�ƋƵĞ�ĞŶǀŽůǀĞ�Ž�ũŽŐĂĚŽƌ��Ġ�ƚĂŶƚŽ�ƐƵƉĞƌĂƌ�ŽƐ� ĚĞƐĂĮŽƐ�ƉƌŽƉŽƐƚŽƐ�ƉĞůĂƐ� ƌĞŐƌĂƐ� ĐŽŵŽ�ƋƵĞďƌĂƌ� ĂƐ�ƉƌſƉƌŝĂƐ� ƌĞŐƌĂƐ͘ Ͳ� �ŽŶŇŝƚŽ͕� ĐŽŵƉĞƟĕĆŽ͕� ĐŽŽƉĞƌĂĕĆŽ͗� ƚŽĚŽ� ŐĂŵĞ� Ġ� ďĂƐĞĂĚŽ� Ğŵ� ĚĞƐĂĮŽƐ� Ğ� ŽƐ� ƉĂƌƟĐŝƉĂŶƚĞƐ� ƉŽĚĞŵ� ĐŽŵƉĞƟƌ� ĞŶƚƌĞ�Ɛŝ�ŽƵ�ĐŽůĂďŽƌĂƌ�ƉĂƌĂ�ƐƵƉĞƌĄͲůŽƐ͘ Ͳ� ZĞĐŽŵƉĞŶƐĂ� Ğ� feedback͗� Ž� ũŽŐĂĚŽƌ� ƐĞŵƉƌĞ� ĞƐƉĞƌĂ� ĂůŐƵŵ� ƟƉŽ� ĚĞ� score� ŽƵ� ƉŽŶƚƵĂĕĆŽ͘� ,Ą� ĚŝǀĞƌƐŽƐ� ƟƉŽƐ� ĚĞ� 25 carolei & tori Realidade Aumentada ZĞĂůŝĚĂĚĞ� �ƵŵĞŶƚĂĚĂ� ;Z�Ϳ� ƉŽĚĞ� ƐĞƌ� ĚĞĮŶŝĚĂ� ĐŽŵŽ� a mistura de elementos do mundo real com conteúdos ƐŝŶƚĠƟĐŽƐ�ŝŶƚĞƌĂƟǀŽƐ͕�ŐĞƌĂĚŽƐ�Ğŵ�ƚĞŵƉŽͲƌĞĂů�;ĂƚƵĂůŝnjĂĚŽƐͿ�Ă� ƉĂƌƟƌ�ĚĞ�ĚĂĚŽƐ�ĚŝŐŝƚĂŝƐ�ǀŝƌƚƵĂŝƐ͘���EĞƐƐĂ�ĚĞĮŶŝĕĆŽ�ĂŵƉůĂ�ĚĞ�Z�� ĞŶƋƵĂĚƌĂŵͲƐĞ�ŵƵŝƚĂƐ� ĂƉůŝĐĂĕƁĞƐ͕�ĐŽŵ�ĚŝĨĞƌĞŶƚĞƐ� ƐŽůƵĕƁĞƐ� ƚĞĐŶŽůſŐŝĐĂƐ͘�hŵ��ĞdžĞŵƉůŽ�ƐĞƌŝĂ�Ž��ƵƐŽ�ĚĞ�ĚŝƐƉŽƐŝƟǀŽƐ�ŵſǀĞŝƐ� ƉĂƌĂ�ǀŝƐƵĂůŝnjĂƌ�ŝŶĨŽƌŵĂĕƁĞƐ�ƐŽďƌĞ�ŽďƌĂƐ�ĚĞ�ĂƌƚĞ�Ğŵ�ŵƵƐĞƵƐ͕� “recompensas” e também de formas de reforço ou de feedback� ƋƵĞ� ƚĞŵ� ĐŽŵŽ� ŽďũĞƟǀŽ� ĞƐƟŵƵůĂƌ� Ž� ũŽŐĂĚŽƌ� Ă� ĐŽŶƟŶƵĂƌ�ƐƵĂ�ƉĂƌƟĐŝƉĂĕĆŽ͘ Ͳ� EşǀĞŝƐ� ĚĞ� ĚŝĮĐƵůĚĂĚĞ͗� ŽƐ� ũŽŐĂĚŽƌĞƐ� ƚĂŵďĠŵ� ƐĆŽ� ĞƐƟŵƵůĂĚŽƐ�Ă�ŵĞůŚŽƌĂƌ�ƐƵĂ�ĂƚƵĂĕĆŽ�ĐŽŵ�ĚŝǀĞƌƐŽƐ�ŶşǀĞŝƐ�ĚĞ� ĚŝĮĐƵůĚĂĚĞƐ Ͳ� �ƌŝĂĕĆŽ� ĚĞ� ,ŝƐƚſƌŝĂƐ͗� Ă� ŶĂƌƌĂƟǀĂ� ƐĞŵƉƌĞ� Ġ� ƵŵĂ� ĞůĞŵĞŶƚŽ� ŵŽƟǀĂĚŽƌ� Ğ� ĚĞ� ĞŶŐĂũĂŵĞŶƚŽ� ƉĂƌĂ� ŵƵŝƚŽƐ� ũŽŐĂĚŽƌĞƐ� ƋƵĞ� ŐŽƐƚĂŵ� ĚĞ� ƐĞ� ŝĚĞŶƟĮĐĂƌ� ĐŽŵ� ĚĞƚĞƌŵŝŶĂĚŽ� ƟƉŽ�ĚĞ�ƉĞƌƐŽŶĂŐĞŵ�ŽƵ�ĞŶƌĞĚŽ͘ �<ĂƉƉ�ƚƌĂnj�ĞůĞŵĞŶƚŽƐ�ĐŽŵƵŶƐ�ĂŽ�ƋƵĞ�^ ĂůĞŶ�Ğ�ŝŵŵĞƌŵĂŶ� ;ϮϬϬϰͿ�ũĄ�ĚĞƐĐƌĞǀĞƌĂŵ͘����ĚĞƐƚĂĐĂ͕�ƚĂŵďĠŵ͕�Ă�ƋƵĞƐƚĆŽ�ĚŽƐ� ŶşǀĞŝƐ� Ğ� ĚĂ� ŶĂƌƌƌĂƟǀĂ͘� �ŽƐ� ĞůĞŵĞŶƚŽƐ� ĚĞƐĐƌŝƚŽƐ� ƉŽƌ� <ĂƉƉ͕� ǀĂŵŽƐ�ĚŝƐĐƵƟƌ�ĂůŐƵŶƐ͕�ŶĂ�ŐĂŵŝĮĐĂĕĆŽ�ĞĚƵĐĂĐŝŽŶĂů͕�ƵƐĂŶĚŽ� Ă�ƌĞĂůŝĚĂĚĞ�ĂƵŵĞŶƚĂĚĂ͗ Ͳ�&ŽƌŵĂƐ�ĚĞ�YƵĂŶƟĮĐĂĕĆŽ�Ğ�Score͗�ŶĆŽ�ŚĄ�ŐĂŵĞ�ƐĞŵ� ĂůŐƵŵ� ƟƉŽ� ĚĞ� ƋƵĂŶƟĮĐĂĕĆŽ͘� DĂƐ� ƵŵĂ� ƉŽŶƚƵĂĕĆŽ� ŶĆŽ� ƉƌĞĐŝƐĂ� ƐĞƌ� ƌĞĚƵƚŽƌĂ� Ğ� ƚƌĂŶƐĨŽƌŵĂƌ� ƚŽĚĂ� ĂƟǀŝĚĂĚĞ� ŶƵŵ� ŶƷŵĞƌŽ͕� ĚĞ� ĨŽƌŵĂ� ŝŶĚŝƐĐƌŝŵŝŶĂĚĂ͘� �� ƉŽƐƐşǀĞů� ĐƌŝĂƌ� ǀĄƌŝŽƐ� ĞůĞŵĞŶƚŽƐ� ƋƵĂŶƟĮĐĄǀĞŝƐ� Ă� Įŵ� ĚĞ� ĚĂƌ� ƵŵĂ� ǀĂƌŝĞĚĂĚĞ� ƋƵĂůŝƚĂƟǀĂ� ĂŽ� ũŽŐŽ͘� ,Ą� ǀĄƌŝŽƐ� ĞůĞŵĞŶƚŽƐ� ƋƵĞ� ƉŽĚĞŵ� ƐĞƌ� ƋƵĂŶƟĮĐĂĚŽƐ�ĐŽŵŽ͗�Ž�ƚĞŵƉŽ�ƉĂƌĂ�ŝĚĞŶƟĮĐĂƌ�ĚĞƚĞƌŵŝŶĂĚĂƐ� ƉůĂŶƚĂƐ� ŽƵ� ĐŽŶƐĞŐƵŝƌ� ŝŶƚĞƌĂŐŝƌ� ĐŽŵ� Ƶŵ� ĐĞƌƚŽ� ŶƷŵĞƌŽ� ĚĞ� ƉĞƐƐŽĂƐ�ŶĂ�ƌƵĂ͘��ĂĚĂ�ĂĕĆŽ�ƉŽĚĞ�ƚĞƌ�ƐĞƵ�ǀĂůŽƌ�ĚĞ�ƉŽŶƚƵĂĕĆŽ� ĐŽŵ�ƉĞƐƐŽĂƐ�ĚŝĨĞƌĞŶƚĞƐ͕��ĚĞƉĞŶĚĞŶĚŽ�ĚŽ�ŐƌĂƵ�ĚĞ�ĚŝĮĐƵůĚĂĚĞ� Ğ�ĚĂ�ĚĞĮŶŝĕĆŽ�ŶĂ�ƌĞŐƌĂ�ĚŽ�ũŽŐŽ͘ Ͳ� �ŝĨĞƌĞŶƚĞƐ� dƌŝůŚĂƐ� ĚĞ� ĂƉƌĞŶĚŝnjĂŐĞŵ͗� Ƶŵ� ŽƵƚƌŽ� ĞůĞŵĞŶƚŽ�ĚĂ� ŐĂŵŝĮĐĂĕĆŽ�Ġ�ƉĞƌŵŝƟƌ� ƋƵĞ� ĐĂĚĂ�Ƶŵ�ĞƐĐŽůŚĂ� ƐĞƵ�ĐĂŵŝŶŚŽ�ƉĂƌĂ�ƌĞƐŽůǀĞƌ�ŽƐ�ĚĞƐĂĮŽƐ͘ Ͳ�Feedback͗�Ƶŵ�ŐƌĂŶĚĞ�ĚĞƐĂĮŽ��Ġ�ĐƌŝĂƌ�Ƶŵ�ƌŽƚĞŝƌŽ�ƋƵĞ� conecte as competências complexas com a técnicas de ŐĂŵŝĮĐĂĕĆŽ� ƋƵĞ� ĞŶǀŽůǀĂŵ� ĨĞĞĚďĂĐŬƐ� ƌĄƉŝĚŽƐ� Ğ� ƋƵĞ� ŐĞƌĞ� Ƶŵ� ŵŽǀŝŵĞŶƚŽ� ĐŽŶơŶƵŽ� ĚŽƐ� ƉĂƌƟĐŝƉĂŶƚĞƐ͕� ƋƵĞ� ŶĆŽ� ĐƌŝĞ� ĚĞƐŝŶƚĞƌĞƐƐĞ� ŶĞŵ� ƉƌŽǀŽƋƵĞ� ĂŶƐŝĞĚĂĚĞ͕� ŽƵ� ƐĞũĂ͕� ƋƵĞ� ƐĞ� ĐŽŶƐŝŐĂ�ŵĂŶƚĞƌ�Ğŵ�ŇŽǁ͘��ƐŝŬƐnjĞŶƚŵŝŚĂůLJŝ�;ϭϵϵϳͿ͘ �ůĠŵ� ĚĞƐƐĞƐ� ĞůĞŵĞŶƚŽƐ͕� � ǀĂŵŽƐ� ĨŽĐĂƌ� ŶĂ� ĞůĂďŽƌĂĕĆŽ� ĚŽ�ĚĞƐĂĮŽ�Ğ�ŶĆŽ�ƚĂŶƚŽ�ŶŽ�feedback͕�ƉŽŝƐ�ĂĐƌĞĚŝƚĂŵŽƐ�ƋƵĞ� ƉƌŽďůĞŵĂƟnjĂĕĆŽ� Ġ� Ž� ĚŝƐƉĂƌĂĚŽƌ� ĚĂ� ĂŐġŶĐŝĂ� Ğ� ŐĞƌĂ� ƵŵĂ� ĐŽŵƉůĞdžŝĮĐĂĕĆŽ�ŵĂŝŽƌ� ĚŽ� ƋƵĞ� ƵŵĂ� ƉƌĞŵŝĂĕĆŽ͕� ƋƵĞ� ƉŽĚĞ� ƌĞĚƵnjŝƌ�Ă�ŝŶƚĞƌĂĕĆŽ�Ă�ƵŵĂ�ƉŽƐƚƵƌĂ�ĂƉĞŶĂƐ�ƌĞĂƟǀĂ͘� �ŽŵŽ�Ă�ƌĞĂůŝĚĂĚĞ�ĂƵŵĞŶƚĂĚĂ�ƉŽĚĞ�ĂŵƉůŝĂƌ�ƚƵĚŽ�ŝƐƐŽ͍� sĂŵŽƐ�ĚŝƐĐƵƟƌ�Ƶŵ�ƉŽƵĐŽ�ƐŽďƌĞ�ĞůĂ͘ 26 carolei & tori ƉŽƌ�ŵĞŝŽ�ĚĞ�ĂƉŽŶƚĂŵĞŶƚŽ�ĚĂ�ĐąŵĞƌĂ�ĚŽ�ĚŝƐƉŽƐŝƟǀŽ�ŵſǀĞů� para marcadores posicionados ao lado das obras. Aplicações ƐŝŵŝůĂƌĞƐ�Ă�ĞƐƐĂ�ƉŽĚĞŵ�ƐĞƌ�ĞdžĞĐƵƚĂĚĂƐ�Ğŵ�ƐƵƉĞƌŵĞƌĐĂĚŽƐ͕� bibliotecas ou em ruas. A solução mais adotada para esse ƟƉŽ�ĚĞ�ĂƉůŝĐĂĕĆŽ�Ġ�Ă�ƐŽďƌĞƉŽƐŝĕĆŽ�ĚĞ�ĚĂĚŽƐ�ƐŽďƌĞ�Ă�ŝŵĂŐĞŵ� ĐĂƉƚĂĚĂ�ƉĞůŽ�ĚŝƐƉŽƐŝƟǀŽ�Ğŵ�ƚĞŵƉŽͲƌĞĂů͕�ĐŽŵŽ�ŶĂ�ŝŵĂŐĞŵͲ conceito da Figura 1͕�Ğŵ�ƋƵĞ�Ƶŵ�tablet�ƐĞƌŝĂ�ƵƟůŝnjĂĚŽ�ƉĂƌĂ� ǀŝƐƵĂůŝnjĂƌ�ĂƐ�ĐĂƉĂƐ�ǀŝƌƚƵĂŝƐ�ĚĞ�ůŝǀƌŽƐ͕�ƐŽďƌĞƉŽƐƚĂƐ�ă�ĐĞŶĂ�ƌĞĂů͘ �hŵĂ�ƵƟůŝnjĂĕĆŽ�ďĂƐƚĂŶƚĞ�ĐŽŵƵŵ�Ġ�Ă�ƐŽďƌĞƉŽƐŝĕĆŽ�ĚĞ� ĚĂĚŽƐ�ƚĞdžƚƵĂŝƐ�ƌĞůĂĐŝŽŶĂĚŽƐ�Ă�ĚĞƚĞƌŵŝŶĂĚŽ�ŽďũĞƚŽ�ĂƉŽŶƚĂĚŽ� ƉĞůŽ� ĂƉĂƌĞůŚŽ͕� Ğŵ� ŐĞƌĂů� ƉŽƌ�ŵĞŝŽ� ĚĞ�ŵĂƌĐĂĚŽƌĞƐ� ĚŽ� ƟƉŽ� YZ�ŽĚĞ� ŽƵ� ƉĞůĂ� ŝĚĞŶƟĮĐĂĕĆŽ� ĚĞ� ĐĂƌĂĐƚĞƌşƐƟĐĂƐ� İƐŝĐĂƐ� ĚŽ�ŽďũĞƚŽ͘� �ƐƐĂƐ� ĂƉůŝĐĂĕƁĞƐ� ĐƌŝĂŵ͕� ĂƐƐŝŵ͕� ƵŵĂ� ĐĂŵĂĚĂ�ĚĞ� ŝŶĨŽƌŵĂĕĆŽ� ƐŽďƌĞƉŽƐƚĂ� ƐŽďƌĞ� Ă� ŝŵĂŐĞŵ� ĚŽ� ŵƵŶĚŽ� ƌĞĂů͕� ĂŝŶĚĂ� ƋƵĞ� ƚĂů� ƐŽďƌĞƉŽƐŝĕĆŽ� ƉƵĚĞƐƐĞ� ƐĞƌ� ƐƵďƐƟƚƵŝĚĂ� ƉĞůĂ� ĂƉƌĞƐĞŶƚĂĕĆŽ�ĚĞƐƐĞƐ�ĚĂĚŽƐ�ŶƵŵĂ�ŽƵƚƌĂ�ũĂŶĞůĂ�ƐĞŵ�ƉƌĞũƵŝnjŽ� ƉĂƌĂ� ĂƐ� ĨƵŶĐŝŽŶĂůŝĚĂĚĞƐ� ĚŽ� ĂƉůŝĐĂƟǀŽ͘� � �� Figura 2 mostra um exemplo de aplicação de sobreposição de camada ŝŶĨŽƌŵĂĐŝŽŶĂů�ƵƐĂŶĚŽ�Ž�ĚŝƐƉŽƐŝƟǀŽ�'ŽŽŐůĞ�'ůĂƐƐ͕�Ƶŵ�ſĐƵůŽƐ� ƋƵĞ�ƉƌŽũĞƚĂ�ŝŶĨŽƌŵĂĕƁĞƐ�ă�ĨƌĞŶƚĞ�ĚŽ�ĐĂŵƉŽ�ĚĞ�ǀŝƐĆŽ��ĚĞ�ƋƵĞŵ� ƵƐĂ͘�EĞƐƐĞ�ĐĂƐŽ͕��Ă�ƉĞƐƐŽĂ�ĞƐƚĄ�ůĞŶĚŽ�Ă�ƚƌĂĚƵĕĆŽ�ƉŽƌƚƵŐƵĞƐĂ� ĚŽ�ƚĞdžƚŽ�Ğŵ�ƉƌŽũĞƚĂĚĂ�ƐŽďƌĞ�Ž�ŽƌŝŐŝŶĂů�Ğŵ�ŝŶŐůġƐ͘ ,Ą� ƵŵĂ� ĚĞĮŶŝĕĆŽ� ŵĂŝƐ� ƌĞƐƚƌŝƚĂ� ĚĞ� Z�͕� ƉƌŽƉŽƐƚĂ� ƉŽƌ� �njƵŵĂ� ;ϮϬϬϭͿ� ƋƵĞ� ĞdžŝŐĞ� Ž� ĂƚĞŶĚŝŵĞŶƚŽ� Ă� ƚƌġƐ� ƌĞƋƵŝƐŝƚŽƐ� ;dŽƌŝ͕�ϮϬϬϵͿ͗�� ƌϭ͗�ŝŶƚĞŐƌĂƌ�ĞůĞŵĞŶƚŽƐ�ǀŝƌƚƵĂŝƐ͕�ŐĞƌĂĚŽƐ�ƉŽƌ�ƚĞĐŶŽůŽŐŝĂ� ĐŽŵƉƵƚĂĐŝŽŶĂů͕�Ă�Ƶŵ�ĂŵďŝĞŶƚĞ�ƌĞĂů�;ŽƵ�ŝŶƚĞŐƌĂƌ�ĞůĞŵĞŶƚŽƐ� ƌĞĂŝƐ�Ă�ĂŵďŝĞŶƚĞƐ�ǀŝƌƚƵĂŝƐͿ͖ ƌϮ͗�ƐĞƌ�ŝŶƚĞƌĂƟǀŽ�Ğ�ƌĞƐƉŽŶĚĞƌ�Ğŵ�ƚĞŵƉŽ�ƌĞĂů͖ ƌϯ͗�ƉƌŽǀĞƌ�ƌĞŐŝƐƚƌŽ͕�Ğŵ�ƚƌġƐ�ĚŝŵĞŶƐƁĞƐ͕�ĞŶƚƌĞ�ĞůĞŵĞŶƚŽƐ� ƌĞĂŝƐ�Ğ�ǀŝƌƚƵĂŝƐ͕�ŽƵ�ƐĞũĂ͕�ĂƐ�ƉŽƐŝĕƁĞƐ�ĞƐƉĂĐŝĂŝƐ�ĚŽƐ�ĞůĞŵĞŶƚŽƐ� ǀŝƌƚƵĂŝƐ� ĚĞǀĞŵ� ƐĞƌ� ďĞŵ� ĚĞĮŶŝĚĂƐ� Ğ� ĐŽŶƐŝƐƚĞŶƚĞƐ� ĐŽŵ� Ž� ĂŵďŝĞŶƚĞ�ƌĞĂů͖ FIGURA 1 – /ŵĂŐĞŵ�ĐŽŶĐĞŝƚŽ�ĚĞ�ƵŵĂ�ĂƉůŝĐĂĕĆŽ�ĚĞ�Z��ƋƵĞ�ŵŽƐƚƌĂƌŝĂ� ĂƐ�ĐĂƉĂƐ�ĚŽƐ�ůŝǀƌŽƐ�ŶƵŵĂ�ĞƐƚĂŶƚĞ�ƐĞŵ�Ă�ŶĞĐĞƐƐŝĚĂĚĞ�ĚĞ�ƌĞƟƌĄͲůŽƐ�ĚĞ� suas posições. 27 carolei & tori ^ŝŵƉůĞƐ� ƐŽďƌĞƉŽƐŝĕƁĞƐ� ĚĞ� ĚĂĚŽƐ� ƐŽďƌĞ� ƵŵĂ� ŝŵĂŐĞŵ� ŶĆŽ� ĂƚĞŶĚĞŵ� ĂŽ� ƌĞƋƵŝƐŝƚŽ� ƌϯ͘� � ^Ğ͕� ŶŽ� ĞŶƚĂŶƚŽ͕� Ž� ĚĂĚŽ� ƐĞ� ĂĐŽƉůĂƌ� Ă� Ƶŵ� ŽďũĞƚŽ� ŽƵ� ƉĞƐƐŽĂ� Ğ� ƐĞ� ŵĂŶƟǀĞƌ� ƐŽůŝĚĄƌŝĂ� Ğ� ĞƐƉĂĐŝĂůŵĞŶƚĞ� ĐŽŶĞĐƚĂĚŽ� Ă� ĞƐƐĞ͕� ƐĞŐƵŝŶĚŽ� ĞǀĞŶƚƵĂŝƐ� ŵŽǀŝŵĞŶƚŽƐ��ĚŽ�ŽďũĞƚŽ�ŽƵ�ĚĂ�ĐąŵĞƌĂ͕�ũĄ�ƐĞ�ƚĞƌŝĂ�ĂƚĞŶĚŝĚŽ�Ž� ƚĞƌĐĞŝƌŽ�ƌĞƋƵŝƐŝƚŽ͘� sĂůĞ� ƌĞƐƐĂůƚĂƌ� ƋƵĞ� Z�� Ġ� Ƶŵ� ĐŽŶĐĞŝƚŽ͕� ŶĆŽ� ƵŵĂ� ƚĞĐŶŽůŽŐŝĂ�ĞƐƉĞĐşĮĐĂ͘�WŽĚĞŵŽƐ�ĚĞƐĞŶǀŽůǀĞƌ�ƐŽůƵĕƁĞƐ�ĚĞ�Z�� ĚĞ�ǀĄƌŝĂƐ�ĨŽƌŵĂƐ͘��Ɛ�ŵĂŝƐ�ĐŽŵƵŶƐ�ƐĞ�ƵƟůŝnjĂŵ�ĚĞ�ŵĂƌĐĂĚŽƌĞƐ� ĮĚƵĐŝĂŝƐ� ;Figura 3Ϳ͕� ŵĂƐ� Ġ� ƉŽƐƐşǀĞů͕� ĞŶƚƌĞ� ĚŝǀĞƌƐĂƐ� ŽƵƚƌĂƐ� ƚĞĐŶŽůŽŐŝĂƐ͕�ƵƐĂƌ�ƉƌŽũĞĕƁĞƐ�ƐŽďƌĞ�ƐƵƉĞƌİĐŝĞƐ͕�Ž�ƋƵĞ�ƉĞƌŵŝƚĞ� ƵŵĂ�ŵĞůŚŽƌ� ŝŶƚĞŐƌĂĕĆŽ�ĚŽƐ� ĞůĞŵĞŶƚŽƐ� ĂƵŵĞŶƚĂĚŽƐ� ƐŽďƌĞ� Ž� ĂŵďŝĞŶƚĞ͘� �ƐƐĂ� ƚĞĐŶŽůŽŐŝĂ͕� ƚĂŵďĠŵ� ĐŽŶŚĞĐŝĚĂ� ĐŽŵŽ� ZĞĂůŝĚĂĚĞ��ƵŵĞŶƚĂĚĂ��ƐƉĂĐŝĂů�;�ŝŵďĞƌ�Θ�ZĂƐŬĂƌ͕ �ϮϬϬϱͿ�ĚĞƵ� ŽƌŝŐĞŵ� ĂŽ� ƋƵĞ� ŚŽũĞ� Ġ� ĐŽŶŚĞĐŝĚŽ� ĐŽŵŽ� ͞ǀŝĚĞŽ�ŵĂƉƉŝŶŐ͕͟ � ŽƵ�ƐĞũĂ͕�Ă�ƉƌŽũĞĕĆŽ�ŶĆŽ� ŝŶƚĞƌĂƟǀĂ� ͕�Ž�ƋƵĞ�Ă�ĚĞƐĐĂƌĂĐƚĞƌŝnjĂ� ĐŽŵŽ�Z��ƉŽƌ�ŶĆŽ�ĂƚĞŶĚĞƌ�ĂŽ�ƌĞƋƵŝƐŝƚŽ�ϭ�ĚĞ��njƵŵĂ�;ϮϬϬϭͿ͕�� ĚĞ�ǀşĚĞŽƐ�ƐŽďƌĞ�ĞƐƉĂĕŽƐ�İƐŝĐŽƐ͘� �ĂƉĂĐĞƚĞƐ� Ğ� ſĐƵůŽƐ� ĚĞ� ZĞĂůŝĚĂĚĞ� sŝƌƚƵĂů� ;ZsͿ͕� ĐŽŵŽ� o Oculus VR (Figura 4) também podem ser usados para ĂƉůŝĐĂĕƁĞƐ�ĚĞ�Z�͘�WĂƌĂ�ƚĂŶƚŽ�ĂĐŽƉůĂͲƐĞ�ƵŵĂ�ĐąŵĞƌĂ�ă�ĐĂďĞĕĂ� ĚŽ� ƵƐƵĄƌŝŽ� Ğ�ŵŝƐƚƵƌĂŵͲƐĞ� ĞůĞŵĞŶƚŽƐ� ǀŝƌƚƵĂŝƐ� ĂŽ� ǀŝĚĞŽ� ĚĂ� ĐĞŶĂ�ƌĞĂů͕�ĚĞ�ĨŽƌŵĂ�ƋƵĞ�Ž�ƵƐƵĄƌŝŽ�ƉĂƐƐĂ�Ă�ĞŶdžĞƌŐĂƌ�Ž�ŵƵŶĚŽ� alterado através do capacete de RV. Essa técnica é conhecida como “Video see-through͟�;dŽƌŝ͕�ϮϬϬϵͿ͘� �ŽŵŽ� ĞƐƐĂ� ŐĂŵŝĮĐĂĕĆŽ͕� ĨŽĐĂĚĂ� ŶŽ� ĚĞƐĂĮŽ͕� ƉŽĚĞ� ƐĞƌ� ĂƉƌŝŵŽƌĂĚĂ� ĐŽŵ� Ă� ZĞĂůŝĚĂĚĞ� �ƵŵĞŶƚĂĚĂ͍� ^ĞƌĄ� ƋƵĞ� ĞƐƐĂƐ� ĞdžƉĞƌŝġŶĐŝĂƐ�ƉŽĚĞŵ�ƉŽƚĞŶĐŝĂůŝnjĂƌ� Ă� ŐĂŵŝĮĐĂĕĆŽ͍�YƵĂŝƐ�ŽƐ� ĚĞƐĂĮŽ�ĞŶĨƌĞŶƚĂĚŽƐ͍ FIGURA 2 – Exemplo de aplicação de sobreposição de camada ŝŶĨŽƌŵĂĐŝŽŶĂů�ƵƐĂŶĚŽ�Ž�'ŽŽŐůĞ�'ůĂƐƐ FONTE�ʹ��ĂƌŽůĞŝ�ϮϬϭϰ͘ Experiências de Gamificação com Realidade Aumentada �ŵ�ŐĞƌĂů�ƐĞ�ƵƐĂ�Z��Ğŵ�ŐĂŵĞƐ�ƉĞƌǀĂƐŝǀŽƐ͕�ƉŽŝƐ�Ġ�ŶĞƐƐĞ� ƟƉŽ�ĚĞ�ŐĂŵĞ�ƋƵĞ�ƐĞ�ƉƌŽŵŽǀĞ�Ž�ĞŶĐŽŶƚƌŽ�ĞŶƚƌĞ�ĂŵďŝĞŶƚĞƐ� İƐŝĐŽƐ� Ğ� ŵşĚŝĂƐ� ĚŝŐŝƚĂŝƐ͘� ^ĞŐƵŶĚŽ� DŽŶƚŽůĂ� ;ϮϬϬϵ� Ɖ͘ϯϱϳͿ͕� ͞ŐĂŵĞƐ� ƉĞƌǀĂƐŝǀŽƐ� ƐĆŽ� ƵŵĂ� ĐƵƌŝŽƐĂ� ĨŽƌŵĂ� ĚĞ� ĐƵůƚƵƌĂ� ƋƵĞ� ĞdžŝƐƚĞ�ŶĂ� ŝŶƚĞƌƐĞĐĕĆŽ�ĚĞ� ĨĞŶƀŵĞŶŽƐ�ĐŽŵŽ�ĐƵůƚƵƌĂ�ƵƌďĂŶĂ͕� ƚĞĐŶŽůŽŐŝĂƐ�ŵſǀĞŝƐ͕�ĐŽŵƵŶŝĐĂĕĆŽ�Ğŵ�ƌĞĚĞ͕�͚ĮĐĕĆŽ�ƌĞĂůŝƐƚĂ͛� Ğ�ĂƌƚĞƐ�ƉĞƌĨŽƌŵĄƟĐĂƐ�ƋƵĞ�ĐŽŵďŝŶĂŵ�ďŝƚƐ�Ğ�ƉĂƌƚĞƐ�ĚĞ�ǀĄƌŝŽƐ� contextos.” 28 carolei & tori FIGURA 3 –�hƐŽ�ĚĞ�ŵĂƌĐĂĚŽƌĞƐ�ĮĚƵĐŝĂŝƐ�ƉĂƌĂ�ŽďƚĞƌ�ĞĨĞŝƚŽƐ�ĚĞ�Z� FIGURA 4 – Oculus VR 29 carolei & tori WŽĚĞŵŽƐ�ĚŝnjĞƌ�ƋƵĞ�Ġ�ŵƵŝƚŽ�ŵĂŝƐ�ĚŽ�ƋƵĞ�Ƶŵ�ƐŝŵƉůĞƐ� ŚŝďƌŝĚŝƐŵŽ͕�Ă�ĚĞĮŶŝĕĆŽ�ĚĞ�DŽŶƚŽůĂ�;ϮϬϬϵͿ�ƚƌĂnj�ĂůŐƵŵĂƐ�ƉŝƐƚĂƐ� ĐŽŵŽ� Ă� ƉĂůĂǀƌĂ� ͞ŝŶƚĞƌƐĞĐĕĆŽ͕͟ � Ă� ͞�ƵůƚƵƌĂ� ƵƌďĂŶĂ͕͟ � ͞&ŝĐĕĆŽ� ƌĞĂůŝƐƚĂ͟� ŽƵ� Ž� ƋƵĞ� ƉŽĚĞ� ƐĞƌ� ƚƌĂĚƵnjŝĚŽ� ĚŽ� ƚĞƌŵŽ� ͞Reality &ŝĐƟŽŶ͟�Ğ�ĂƌƚĞƐ�ƉĞƌĨŽƌŵĄƟĐĂƐ͘�KƵ�ƐĞũĂ͕�Ġ�ŵƵŝƚŽ�ŵĂŝƐ�ĚŽ�ƋƵĞ� Ƶŵ�ƐŝŵƉůĞƐ�ŐŝŶĐĂŶĂ��Ğŵ�ĞƐƉĂĕŽƐ�İƐŝĐŽƐ�ƵƐĂŶĚŽ�ƚĞĐŶŽůŽŐŝĂƐ� movies͘� �ŶǀŽůǀĞ� ƚĂŵďĠŵ�ĂƐ�ƋƵĞƐƚƁĞƐ�ĚĞ�ĞƐƉĂĕŽƐ�ƵƌďĂŶŽƐ� Ğ� ĚĞ� ĂƉƌĞŶĚŝnjĂŐĞŵ͕� ĚĞ� ŶĂƌƌĂƟǀĂƐ͕� ƋƵĞ� ĂŽ�ŵĞƐŵŽ� ƚĞŵƉŽ� ƉŽĚĞŵ�ƐĞƌ�ĮĐĐŝŽŶĂŝƐ͕�ŵĂƐ�ƉƌŽǀŽĐĂŵ�ƵŵĂ�ƌĞŇĞdžĆŽ�ƐŽďƌĞ�Ă� realidade e também sobre novas formas de performance de exploração do corpo no espaço. ��ƌĞĂůŝĚĂĚĞ�ĂƵŵĞŶƚĂĚĂ�ŶŽ�ƉƌŽĐĞƐƐŽ�ĚĞ�ŐĂŵŝĮĐĂĕĆŽ͕�Ž� ƋƵĞ�ƉŽĚĞŵŽƐ�ĐŚĂŵĂƌ�ĚĞ�ŐĂŵŝĮĐĂĕĆŽ�ĂƵŵĞŶƚĂĚĂ͕��ƉŽĚĞ�ĞƐƚĂƌ� ůŝŐĂĚĂ�ƚĂŶƚŽ�ĂŽ�ƉƌŽĐĞƐƐŽ�ĚĞ�ĂŐġŶĐŝĂ͕�ĐŽŵŽ�ĚĞ�ŝŵĞƌƐĆŽ�ŽƵ�ĚĞ� ĚŝǀĞƌƐĆŽ͘��ŽŵŽ�ƐĆŽ�ĐŽŶĐĞŝƚŽƐ��ŝŵďƌŝĐĂĚŽƐ�ƚĂŵďĠŵ�ƉŽĚĞŵ� ĐŽŶƚƌŝďƵŝƌ� ĐŽŵ� ƚŽĚŽ� ƉƌŽĐĞƐƐŽ͘� �ŵ� ƌĞůĂĕĆŽ� Ă� ŝƐƐŽ͕� ǀĂŵŽƐ� ƚĞŶƚĂƌ�ĚĞƐƚĂĐĂƌ�ĂůŐƵŶƐ�ƵƐŽƐ�Ă�ƉĂƌƟƌ�ĚĞ�ĞdžƉĞƌŝŵĞŶƚĂĕƁĞƐ�ũĄ� realizadas ou encontradas na literatura. O uso mais básico da realidade aumentada é a criação ĚĞ�ƵŵĂ�ĐĂŵĂĚĂ�ĚĞ�ŝŶĨŽƌŵĂĕĆŽ�ĂƐƐŽĐŝĂĚĂ�Ă�Ƶŵ�ůŽĐĂů͕�ŽďũĞƚŽ�ŽƵ�ŵĂƌĐĂĚŽƌ͘ �sĂŵŽƐ�ĂŶĂůŝƐĂƌ�ĂůŐƵŶƐ�ĞdžĞŵƉůŽƐ�ĚĞ�ĐĂŵĂĚĂƐ� de informação e como elas podem ser diferenciadas tanto ƉĞůŽ� ƟƉŽ� ĚĞ� ĐŽŶƚĞƷĚŽ� ĐŽŵŽ� ƉĞůĂ� ŶĂƚƵƌĞnjĂ� ĚĞ� ŝŵĞƌƐĆŽ͕� ĂŐġŶĐŝĂ�ŽƵ�ĚŝǀĞƌƐĆŽ͘��ůĂ�ƉŽĚĞ�ƉƌŽƉŽƌĐŝŽŶĂƌ͗ Instrução para uma tarefa, atividade ou desafio Um exemplo de uso da realidade aumentada é associar Ƶŵ�ŵĂƌĐĂĚŽƌ� ƋƵĞ� ƉŽĚĞ� ƐĞƌ� ƚĂŶƚŽ� Ƶŵ�YZĐŽĚĞ� ĐŽŵŽ� ƵŵĂ� ŝŵĂŐĞŵ� Ă� ƵŵĂ� ĐĂŵĂĚĂ� ĚĞ� ŝŶĨŽƌŵĂĕĆŽ� ŶƵŵ� ĨŽƌŵĂƚŽ� ĚĞ� ƚĞdžƚŽ͕�ŝŵĂŐĞŵ͕��Ƶŵ�ǀşĚĞŽ͕�ŵŽĚĞůŽ�ϯ�͕�ƵŵĂ�Ƶƌů�ĞƚĐ͕�ƋƵĞ�ƉŽĚĞ� ƐĞƌ�ĂĐƌĞƐĐŝĚĂ�ĚĞ�ƵŵĂ�ŝŶĨŽƌŵĂĕĆŽ�ĚĞ�ŐĞŽůŽĐĂůŝnjĂĕĆŽ͕�ĐŽŵ�Ă� ĚĞƐĐƌŝĕĆŽ�ĚŽ�ƋƵĞ�ĚĞǀĞ�ƐĞƌ� ĨĞŝƚŽ�ŶĂ�ĂƟǀŝĚĂĚĞ�ŽƵ�ĐŽŵ�ƵŵĂ� ƉƌŽǀŽĐĂĕĆŽ�ƉĂƌĂ�Ƶŵ�ĚĞƐĂĮŽ͘ :Ą� ƌĞĂůŝnjĂŵŽƐ� ƵŵĂ� ĂƟǀŝĚĂĚĞ� ĐŽŵ� ĐĂŵĂĚĂƐ� ŝŶĨŽƌŵĂĐŝŽŶĂŝƐ� ;�ĂƌŽůĞŝ͕� ϮϬϭϮͿ� ŶƵŵĂ� ĂĕĆŽ� ŶŽ� ƉĂƌƋƵĞ� ĚŽ� /ďŝƌĂƉƵĞƌĂ� Ğ� Ğŵ� ĚŽŝƐ� DƵƐĞƵƐ� ƋƵĞ� ĨĂnjĞŵ� ƉĂƌƚĞ� ĚŽ� ƐĞƵ� ĞƐƉĂĕŽ͘� �� ĂƟǀŝĚĂĚĞ� ŐĂŵŝĮĐĂĚĂ� ƵƐĂǀĂ� Ƶŵ� ůŽŐŽƟƉŽ� ƋƵĞ� ƌĞƉƌĞƐĞŶƚĂǀĂ� Ž� ĐƵƌƐŽ� ĚŽ� ƋƵĂů� ŽƐ� ĂůƵŶŽƐ� ĨĂnjŝĂŵ� ƉĂƌƚĞ͕� associado a uma camada instrucional como disparador do ĚĞƐĂĮŽ͘�K�ŵĂƌĐĂĚŽƌ� � ƚĂŵďĠŵ�ĞƌĂ�ŐĞŽƌĞĨĞƌĞŶĐŝĂĚŽ͘�EĞƐƐĞ� ĐĂƐŽ͕�Ž�ŵĞƐŵŽ�ŵĂƌĐĂĚŽƌ͕ �ƋƵĞ�ĞƌĂ�Ž�ůŽŐŽƟƉŽ�ĚŽ�ĐƵƌƐŽ͕�Ğŵ� ĐĂĚĂ�ŵƵƐĞƵ͕�ƉŽƌ�ĞƐƚĂƌ�Ğŵ�ůŽĐĂů�ĚŝĨĞƌĞŶƚĞ͕�ƐĞ�ĂƐƐŽĐŝĂǀĂ�ĐŽŵ� Ƶŵ�ǀşĚĞŽ�ĚŝĨĞƌĞŶƚĞ͘��ĂĚĂ�ǀşĚĞŽ�ĐŽŶƟŶŚĂ�ƵŵĂ�ĂƉƌĞƐĞŶƚĂĕĆŽ� ĚŽƐ�ĚĞƐĂĮŽƐ�ƋƵĞ�ĚĞǀĞƌŝĂŵ�ƐĞƌ�ĐƵŵƉƌŝĚŽƐ�ŶĂƋƵĞůĞ�ŵƵƐĞƵ͘� EĞƐƐĞ�ĐĂƐŽ͕� �Ă� ŝŶĨŽƌŵĂĕĆŽ�ĞƌĂ�ĚĞƐĐƌŝƟǀĂ͕�ƉĂƌĂ� ŝŶĚŝĐĂƌ� ƉƌŽĐĞĚŝŵĞŶƚŽ͘� WŽĚĞŵŽƐ� ƚĂŵďĠŵ� ĚŝnjĞƌ� ƋƵĞ� ĞƐƐĞ� ƵƐŽ� ŶĆŽ� ĂƚĞŶĚĞ� ĂŽ� ƋƵĞƐŝƚŽ� ƌĞŐŝƐƚƌŽ� ĞƐƉĂĐŝĂů͕� ƉŽƌ� ŶĆŽ� ĐƌŝĂƌ� ŶĞŶŚƵŵĂ�ƌĞůĂĕĆŽ�ĐŽŵ�ĞƐƉĂĕŽ�İƐŝĐŽ͕�ŵĂƐ�Ġ�ƵŵĂ� ĨŽƌŵĂ�ĚĞ�� ŝŶĚŝĐĂĕĆŽ� Ğ� ƌĞĨĞƌġŶĐŝĂ� ƉĂƌĂ� ĂƐ� ĂƟǀŝĚĂĚĞƐ� ůƷĚŝĐĂƐ͘� �� ĐŽŵŽ� Ƶŵ�ũŽŐŽ�ĞůĞƚƌƀŶŝĐŽ�ƋƵĞ�ƚĞŵ�ĂůŐƵŶƐ�ƉŽŶƚŽƐ�ĚĞ�ŝŶĨŽƌŵĂĕĆŽ�Ğ� ƌĞĨĞƌġŶĐŝĂ͕�ĂůŐƵŶƐ�ƉŽŶƚŽƐ�ĞŶĐŝĐůŽƉĠĚŝĐŽƐ�ĐŽŵŽ�ĚŝƐƐĞ�DƵƌƌĂLJ� 30 carolei & tori Informação da obra pelo próprio artista. hŵ� ŽƵƚƌŽ� ƟƉŽ� ĚĞ� ĐĂŵĂĚĂ� ĚĞ� ŝŶĨŽƌŵĂĕĆŽ� Ġ� ƵƐĂƌ� ƵŵĂ� � ŝŵĂŐĞŵ�ĚĞ�ƵŵĂ�ŽďƌĂ�ŽƵ�Ƶŵ�ŵĂƌĐĂĚŽƌ� ũƵŶƚŽ� ĐŽŵ�Ă� ƐƵĂ� ůĞŐĞŶĚĂ�Ğ� ĂƐƐŽĐŝĂƌ� ĐŽŵ�Ƶŵ�ǀşĚĞŽ�ŽƵ� ĄƵĚŝŽ�ĚŽ� ĂƌƟƐƚĂ� comentando essa obra. Se o marcador for a própria obra ŽƵ� Ƶŵ�YZĐŽĚĞ� ŶĂ� ůĞŐĞŶĚĂ� ĚĂ� ĞdžƉŽƐŝĕĆŽ͕� ŶĆŽ� ŚĄ� ƌĞŐŝƐƚƌŽ� ĞƐƉĂĐŝĂů͘���ƷŶŝĐĂ�ĨŽƌŵĂ�ĚĞ�ƚĞƌ�Ƶŵ�ƌĞŐŝƐƚƌŽ��ĂĐŽŶƚĞĐĞ�ƋƵĂŶĚŽ� Ž�ŵĂƌĐĂĚŽƌ��Ġ�ƵŵĂ�ŝŵĂŐĞŵ�ĚŽ�ƉƌſƉƌŝŽ�ĂƌƟƐƚĂ͕�ŵĞƐŵŽ�ĂƐƐŝŵ� Ġ� Ƶŵ� ƌĞŐŝƐƚƌŽ� ůŝŵŝƚĂĚŽ͕� ƉŽŝƐ� ŶĆŽ� ƐĞ� ŝŶƚĞŐƌĂ� ĂŽ� ĞƐƉĂĕŽ� ĚŽ� ĞŶƚŽƌŶŽ͘��ƐƐĞ�ĞdžĞŵƉůŽ�Ġ�ƚĂŵďĠŵ�ĞŶĐŝĐůŽƉĠĚŝĐŽ͘�WŽƌĠŵ͕��ƐĞ�Ă� ŚŝƐƚſƌŝĂ�ĐŽŶƚĂĚĂ�ƉĞůŽ�ĂƵƚŽƌ�ƐŽďƌĞ�ƐƵĂ�ŽďƌĂ�ĨŽƌ�ƵŵĂ�ŶĂƌƌĂƟǀĂ� interessante até pode ser uma experiência imersiva. Um ĞdžĞŵƉůŽ�ĚŝƐƐŽ�ĨŽŝ�ĚĞƐĐƌŝƚŽ�ƉŽƌ��ĂƌŽůĞŝ;ϮϬϭϯͿ�ŶƵŵĂ�ĂƟǀŝĚĂĚĞ� no espaço de exposição da FIESP durante a mostra “Olhar Ă� ƚŽĚĂ� ƉƌŽǀĂ͟� ŶŽ� ƋƵĂů� ĨŽƚſŐƌĂĨŽƐ� ĐĞŐŽƐ� ĞdžƉůŝĐĂǀĂŵ� ĐŽŵŽ� ĮnjĞƌĂŵ�ƐƵĂƐ�ĨŽƚŽƐ͘�K�ŵĂƌĐĂĚŽƌ�ĞƌĂ�Ă�ƉƌſƉƌŝĂ�ĨŽƚŽŐƌĂĮĂ�Ğ�Ž� ǀşĚĞŽ�ĞƐƚĂǀĂ�ĂƐƐŽĐŝĂĚĂ�Ă�ĞůĂ�Ğ�ĞƌĂ�ƉƌŽũĞƚĂĚŽ�ƐŽďƌĞ�Ă�ŽďƌĂ͕� ŶĆŽ� ĂĐŽŶƚĞĐĞŶĚŽ� Ž� ƌĞŐŝƐƚƌŽ� ĞƐƉĂĐŝĂů͕� ŵĞƐŵŽ� ĂƐƐŝŵ͕� ŽƐ� ƉĂƌƟĐŝƉĂŶƚĞƐ�ĚĂƐ� ǀŝƐŝƚĂƐ�ĮĐĂǀĂŵ�ĞŶĐĂŶƚĂĚŽƐ� ĐŽŵ�Ž� ǀşĚĞŽ͕� pois o depoimento era muito sensível e emocionado e ŵŽďŝůŝnjĂǀĂ�Ă�ŝŵĂŐŝŶĂĕĆŽ�Ğ�Ă�ĞŵƉĂƟĂ�ĂŽ�ƚƌĂŶƐƉŽƌƚĄͲůŽƐ�ƉĂƌĂ� Ă�ƉŽƐŝĕĆŽ�ĚŽ�ĐĞŐŽ͘ ;ϮϬϬϯͿ͕�ƋƵĞ�ƐĆŽ�ĐĂŵĂĚĂƐ�Ğ�ĂƉƌŽĨƵŶĚĂŵĞŶƚŽ�ĚĞ�ŝŶĨŽƌŵĂĕĆŽ͘� dĂŵďĠŵ� ƚĞŵ�ƵŵĂ� ƌĞůĂĕĆŽ�ŵĂŝƐ� ŝŶĚƵƟǀĂ� Ğ� ĚĞŵŽŶƐƚƌĂƟǀĂ͕� ŵĂƐ�Ġ�Ž�ĂƉŽŝŽ�ŵşŶŝŵŽ�ĂŽ�ƉƌŽĐĞƐƐŽ�ŝŶǀĞƐƟŐĂƟǀŽ͗�ĂƐ�ƉĞƐƐŽĂƐ� ƉƌĞĐŝƐĂŵ͕� ŶŽ� ŵşŶŝŵŽ͕� ƌĞĐĞďĞƌ� ĂůŐƵŵĂƐ� ƌĞĨĞƌġŶĐŝĂƐ� Ğ� informações. Sobreposição de camadas hŵ�ŽƵƚƌŽ�ƟƉŽ�ĚĞ�ĐĂŵĂĚĂ�ĚĞ�ŝŶĨŽƌŵĂĕĆŽ�Ġ�ĂƋƵĞůĂ��ƋƵĞ� ƐŽďƌĞƉƁĞ� ĐŽŵƉĂƌĂĕƁĞƐ� ƚĞŵƉŽƌĂŝƐ͘� KƵ� ƐĞũĂ͕� ŵŽƐƚƌĂ� ĐŽŵŽ� ĞƌĂ� ĂƋƵĞůĞ� ĞƐƉĂĕŽ� ŶƵŵ� ƉĂƐƐĂĚŽ͕� ǀŝĂ� ƉƌŽũĞĕĆŽ� ĚĞ� ĨŽƚŽƐ� Ğ� ǀşĚĞŽƐ͘�dĂŵďĠŵ�ƐĞ�ƉŽĚĞ�ƉĞŶƐĂƌ�ŶĂ�ƉŽƐƐŝďŝůŝĚĂĚĞ�ĚĞ�ƉƌŽũĞƚĂƌ� Ƶŵ�ƚĞŵƉŽ�ĨƵƚƵƌŽ�ŶƵŵ�ĞŵƉƌĞĞŶĚŝŵĞŶƚŽ�ŽƵ�ŶƵŵĂ�ƌĞĨŽƌŵĂ͕� ŵŽƐƚƌĂŶĚŽ�ŶĂ�ĐĂŵĂĚĂ�ĂƐƐŽĐŝĂĚĂ�ĐŽŵŽ�ĮĐĂƌŝĂ�ĂƋƵĞůĞ�ĞƐƉĂĕŽ� depois da obra. hŵ�ĞdžĞŵƉůŽ�ĚĞƐƐĂ�ǀŝǀġŶĐŝĂ�ĚĞƐĐƌŝƚĂ�ƉŽƌ��ĂƌŽůĞŝ�;ϮϬϭϰͿ� ĨŽŝ�ƵŵĂ�ĂƟǀŝĚĂĚĞ�ƌĞĂůŝnjĂĚĂ�ŶŽ��DƵƐĞƵ�,ŝƐƚſƌŝĐŽ�ĚŽ�/ŶƐƟƚƵƚŽ� �ƵƚĂŶƚĂŶ� ŶŽ� ƋƵĂů� ĂƐ� ŝŵĂŐĞŶƐ� ŚŝƐƚſƌŝĐĂƐ� ƐĞƌǀŝƌĂŵ� ĐŽŵŽ� ŵĂƌĐĂĚŽƌĞƐ�ƉĂƌĂ�Ă�ƉƌŽũĞĕĆŽ�ĚĞ�ŝŵĂŐĞŶƐ�ĂƚƵĂŝƐ͘�EĞƐƐĞ�ĐĂƐŽ͕� Ă�ƌĞĨĞƌġŶĐŝĂ�ĞƐƉĂĐŝĂů͕�ĂƉĞƐĂƌ�ĚĂ�ĨĂůƚĂ�ĚĂ�ƚƌŝĚŝŵĞŶƐŝŽŶĂůŝĚĂĚĞ͕� ĞdžŝƐƚĞ� Ğ� ƉĞƌŵŝƚĞ� ƵŵĂ� ĂĕĆŽ� ĚĞ� ĐŽŵƉĂƌĂĕĆŽ͕� ĞůĂ� ƉƌŽǀŽĐĂ� ƚĂŶƚŽ� ƵŵĂ� ĂŐġŶĐŝĂ� ĐŽŵŽ� ƵŵĂ� ŝŵĞƌƐĆŽ� ŵĂŝŽƌ͕ � ƉŽŝƐ� ƉƌŽǀŽĐĂ� Ž� ŝŶĚŝǀşĚƵŽ� ă� ĐŽŵƉĞƚġŶĐŝĂ� ĚĞ� ĂŶĄůŝƐĞ� ĐŽŶĐĞŝƚƵĂů͕� ĞƐƚĂďĞůĞĐĞŶĚŽ� ƐĞŵĞůŚĂŶĕĂƐ� Ğ� ĚŝĨĞƌĞŶĕĂƐ� Ğ� ůĞǀĂŶĚŽͲŽ� Ă� ƵŵĂ�ƐĞŶƐĂĕĆŽ�ĚĞ� ƚƌĂŶƐƉŽƌƚĞ�ƉĂƌĂ�Ƶŵ�ŽƵƚƌŽ� ƚĞŵƉŽ͕�Ž�ƋƵĞ� colabora tanto para a imersão como para a diversão. Informação alternativa Uma outra possibilidade da realidade aumentada Ġ�ĐƌŝĂƌ�ƵŵĂ�ĐĂŵĂĚĂ�ĚĞ� ŝŶĨŽƌŵĂĕĆŽ�ĂůƚĞƌŶĂƟǀĂ͕�ŽƵ�ƐĞũĂ͕� �Ă� 31 carolei & tori ƉŽƌ� �ĂƌŽůĞŝ� ;ϮϬϭϮͿ� ŶĂ� ĂƟǀŝĚĂĚĞ� ĚĞ� ǀŝǀġŶĐŝĂ� ŶŽ� ƉĂƌƋƵĞ� ĚŽ� /ďŝƌĂƉƵĞƌĂ��ĐŽŵ�ĂůƵŶŽƐ�ĚĞ�ĚŽĐġŶĐŝĂ͘�K�ůŽŐŽƟƉŽ�ĚŽ�ĐƵƌƐŽ͕�ƋƵĞ� ĞƐƚĂǀĂ� ĐŽŵ� ŝŶĨŽƌŵĂĕĆŽ� ŐĞŽůŽĐĂůŝnjĂĚĂ͕� ĂŽ� ƐĞƌ� � ĞƐĐĂŶĞĂĚŽ͕�� ĞdžĞĐƵƚĂǀĂ�Ƶŵ�ǀşĚĞŽ��ƐŽďƌĞ��ĂƐ�ŚŝƐƚſƌŝĂƐ�ĚŽƐ�ƉƌŽĮƐƐŝŽŶĂŝƐ�ƋƵĞ� ƚƌĂďĂůŚĂǀĂŵ�ŶŽ�ƉĂƌƋƵĞ͘��ŽŵŽ�ŽƐ�ǀşĚĞŽƐ�ƟŶŚĂŵ�Ž�ŵĞƐŵŽ� ĨƵŶĚŽ�ĚŽ�ůŽĐĂů�ŽŶĚĞ�ĂƉĂƌĞĐŝĂŵ͕�ƐĞ�ŝŶƚĞŐƌĂǀĂŵ�ĂŽ�ĂŵďŝĞŶƚĞ� real. As histórias eram muito interessantes e os alunos se emocionaram bastante. ŵĞƐŵĂ�ŝŶĨŽƌŵĂĕĆŽ�Ğŵ�ŽƵƚƌĂ�ůŝŶŐƵĂŐĞŵ��ƉĂƌĂ�ƋƵĞ�ƉĞƐƐŽĂƐ� ĐŽŵ�ĂůŐƵŵ�ƟƉŽ�ĚĞ� ůŝŵŝƚĂĕĆŽ�ŽƵ�ŵĞƐŵŽ�ƉƌĞĨĞƌġŶĐŝĂ�ƚĞŶŚĂ� ŽƵƚƌŽ�ĐĂŶĂů�ĚĞ�ĂĐĞƐƐŽ�ăƋƵĞůĂ�ŝŶĨŽƌŵĂĕĆŽ͘�hŵ�ĞdžĞŵƉůŽ�ĚŝƐƐŽ� ĚĞƐĐƌŝƚŽ� Ğŵ� �ĂƌŽůĞŝ� ;ϮϬϭϯͿ� ĨŽŝ� ƵŵĂ� ǀŝƐŝƚĂ� ĐŽŵ� ĚĞĮĐŝĞŶƚĞƐ� ǀŝƐƵĂŝƐ�ŶĂ�WŝŶĂĐŽƚĞĐĂ�ŽŶĚĞ�ŚĂǀŝĂ�ƵŵĂ�ĂƟǀŝĚĂĚĞ�ĚĞ�ĐƌŝĂĕĆŽ� ĚĞ�ŶĂƌƌĂƟǀĂƐ�Ă�ƉĂƌƟƌ�ĚŽƐ�ƋƵĂĚƌŽƐ͘��� ŝŵĂŐĞŵ�ƐĞƌǀŝĂ�ĐŽŵŽ� ŵĂƌĐĂĚŽƌ��ƉĂƌĂ��Ƶŵ�ĂƌƋƵŝǀŽ�ĚĞ�ĄƵĚŝŽ�ĐŽŵ�Ă�ĂƵĚŝŽĚĞƐĐƌŝĕĆŽ� ĚĂ�ŽďƌĂ͘�EĞƐƐĞ�ĞdžĞŵƉůŽ͕� � Ž�ŵĂƌĐĂĚŽƌ͕ � ƋƵĞ�ĞƌĂ� Ă�ŽďƌĂ�Ğŵ� ŵŝŶŝĂƚƵƌĂ͕� ƟŶŚĂ� � ƵŵĂ� ďŽƌĚĂ� ďĞŵ� ĚĞůŝŵŝƚĂĚĂ� ƉĂƌĂ� ƋƵĞ� Ž� ĚĞĮĐŝĞŶƚĞ�ǀŝƐƵĂů�ĐŽŶƐĞŐƵŝƐƐĞ�ĐŽůŽĐĂƌ�Ž�ĚŝƐƉŽƐŝƟǀŽ�ŵſǀĞů�ŶŽ� ůŽĐĂů�ĐĞƌƚŽ�ƉĂƌĂ�ƋƵĞ�Ž�ƉƌŽŐƌĂŵĂ�ƌĞĐŽŶŚĞĐĞƐƐĞ�Ž�ŵĂƌĐĂĚŽƌ� Ğ� ƚŽĐĂƐƐĞ� Ž� ĄƵĚŝŽ͘� EĞƐƐĞ� ĐĂƐŽ� ŶĞŵ� ĨĂnj� ƐĞŶƟĚŽ� ĨĂůĂƌ� Ğŵ� ƌĞŐŝƐƚƌŽ�ĞƐƉĂĐŝĂů͕�ƉŽŝƐ�Ž�ĚĞĮĐŝĞŶƚĞ�ŶĆŽ�ĞŶdžĞƌŐĂ�ĞƐƐĂ�ƌĞůĂĕĆŽ͕� ŵĂƐ�ŵĞƌĞĐĞ�ƵŵĂ�ĚŝƐĐƵƐƐĆŽ�ƐŽďƌĞ�ŽƵƚƌĂƐ�ĨŽƌŵĂƐ�ĚĞ�ƌĞŐŝƐƚƌŽ͘ Narrativas factuais de personagens reais Outra possibilidade é a camada de informação ser ĨŽƌŵĂĚĂ�ƉŽƌ�ǀşĚĞŽƐ�ĚĞ�ƉĞƐƐŽĂƐ�ƋƵĞ�ĐŽŶƚĂŵ�ƐƵĂƐ�ŚŝƐƚſƌŝĂƐ͕� ƐƵĂƐ� ŝŵƉƌĞƐƐƁĞƐ͕� ƐƵĂƐ� ǀŝǀġŶĐŝĂƐ� ŶĂƋƵĞůĞ� ĞƐƉĂĕŽ͘� EĞƐƐĞ� ĐĂƐŽ͕�Ž�ŵĂƌĐĂĚŽƌ�ƉŽĚĞ�ƐĞƌ�ƚĂŶƚŽ�ƵŵĂ�ŝŵĂŐĞŵ��ĐŽŵŽ�Ă�ĨŽƚŽ� ĚĂƐ�ƉĞƐƐŽĂƐ�ŽƵ�ĂůŐƵŵ�ŽďũĞƚŽ�ůŽĐĂů͘�dĂŵďĠŵ�ŶĆŽ�ŚĄ�ƌĞŐŝƐƚƌŽ� ĞƐƉĂĐŝĂů� � ƐĞŶƐŽƌŝĂů͕� ŽƵ� ƐĞũĂ͕� ŶĆŽ� ŚĄ� ƵŵĂ� ĐŽŶƟŶƵŝĚĂĚĞ� ĚĂ� ĐĂŵĂĚĂ�ĚĞ�ŝŶĨŽƌŵĂĕĆŽ�ĐŽŵ�Ž�İƐŝĐŽ͕�ŵĂƐ�ƐĞ�Ă�ŶĂƌƌĂƟǀĂ�ƵƐĂƌ� ĐŽŵŽ�ĐŽŶƚĞdžƚŽ�Ž�ĞƐƉĂĕŽ�ĞdžƉůŽƌĂĚŽ�ŚĄ�ƵŵĂ�ƌĞůĂĕĆŽ�ŝŶĚŝĐŝĂů͕� ŝƐƚŽ�Ġ͕��ƵŵĂ�ƌĞůĂĕĆŽ�ĐŽŵ�Ž�ĞƐƉĂĕŽ�ƋƵĞ�ƉŽĚĞ�ƐĞƌ�ĞŵƉĄƟĐĂ͕�ŽƵ� ĐŽŶƚĞdžƚƵĂů͘���ĂĐƌĞĚŝƚŽ�ƋƵĞ�ƉŽĚĞƌŝĂ�ƐĞƌ�ĐŽŶƐŝĚĞƌĂĚĂ�Ƶŵ�ƟƉŽ� ĚĞ�ƌĞŐŝƐƚƌŽ�ĚĞ�ŽƵƚƌĂ�ŶĂƚƵƌĞnjĂ͘��hŵ�ĞdžĞŵƉůŽ�ĚŝƐƐŽ�ĨŽŝ�ĚĞƐĐƌŝƚŽ� Ver por dentro hŵ�ŽƵƚƌŽ�ƟƉŽ�ĚĞ�ƌĞĂůŝĚĂĚĞ�ĂƵŵĞŶƚĂĚĂ�Ġ�ĂƋƵĞůĂ�ƋƵĞ� ƉƌŽũĞƚĂ�ƐŽďƌĞ�Ž�ĐŽƌƉŽ�ĚĞ�Ƶŵ�ƐƵũĞŝƚŽ�ŽƵ�Ƶŵ�ŽďũĞƚŽ�ĂƐ�ƐƵĂƐ� ĐĂƌĂĐƚĞƌşƐƟĐĂƐ� ŝŶƚĞƌŶĂƐ͕� ĐŽŵŽ� ǀĂƐŽƐ� Ğ� ſƌŐĆŽƐ� ŝŶƚĞƌŶŽƐ� exibidos sobre um corpo humano. Há muitos exemplos ĚĞƐƐĞ�ƟƉŽ�Ğŵ�ŵƵƐĞƵƐ�ƋƵĞ�ŵŽƐƚƌĂŵ�ĂƐ�ŵƷŵŝĂƐ�ŽƵ�Ž�ĐŽƌƉŽ� humano por dentro (Figura 5). Experiências estéticas �Ɛ�ĐĂŵĂĚĂƐ�ŶĆŽ�ƉƌĞĐŝƐĂŵ�ƐĞƌ�ĂƉĞŶĂƐ�ĚĞ��ŝŶĨŽƌŵĂĕĆŽ͕� ĞůĂƐ� ƉŽĚĞŵ� ƐĞƌ� ƉŽĠƟĐĂƐ� Ğ� ƚƌĂďĂůŚĂƌ� ĐŽŵ� ĐŽŶƚƌĂƉŽŶĚŽ� ƐŽďƌĞƉŽŶĚŽ� ŝŵĂŐĞŶƐ� ƋƵĞ� ŶĆŽ� ƚĞŵ� ĨƵŶĕĆŽ� ƌĞƉƌĞƐĞŶƚĂƟǀĂ� e sim criar um contexto sensível e uma experimentação ĞƐƚĠƟĐĂ͘� �� ƉŽƐƐşǀĞů� ƐŽďƌĞƉŽƌ� ŽďƌĂƐ� ŐĞƌĂŶĚŽ� ĐŽŶƟŐƵŝĚĂĚĞ͕� ĐŽŵƉĂƌĂĕĆŽ͕� ŽƉŽƐŝĕĆŽ͕� ĞƚĐ͘� dĂŵďĠŵ� Ġ� ƉŽƐƐşǀĞů� ƋƵĞ� Ă� 32 carolei & tori ƌĞĂůŝĚĂĚĞ� ĂƵŵĞŶƚĂĚĂ� ŽƵ�ŵŝƐƚƵƌĂĚĂ� ƉŽĚĞƌŝĂ� ƐĞƌ� ƉƌŽũĞƚĂĚĂ� ƐŽďƌĞ� ŽďƌĂƐ� � Ğ� ĞƐƉĂĕŽƐ� Ğ� ŐĞƌĂƌ� ƌĞŐŝƐƚƌŽ� ĚĞƐƐĂƐ� ĚŝĨĞƌĞŶƚĞƐ� sobreposições criando outras composições. FIGURA 5 –� /ŵĂŐĞŵ� ĚĂ� ĞdžƉŽƐŝĕĆŽ� ͞dƷŶĞů� ĚĂ� ĐŝġŶĐŝĂ͟� ƉƌŽŵŽǀŝĚĂ� ƉĞůŽ�ŝŶƐƟƚƵƚŽ�DĂdž�WůĂŶĐŬ�Ğŵ�^ĆŽ�WĂƵůŽ�Ğŵ�ũĂŶĞŝƌŽ�ĚĞ�ϮϬϭϰ Disponível em� ŚƩƉ͗ͬͬĂďƋƌƐ͘ĐŽŵ͘ďƌͬƚƵŶĞůͲĚĂͲĐŝĞŶĐŝĂͲŵĂdžͲƉůĂŶĐŬͬͿ� �ĐĞƐƐŽ�Ğŵ�ϱ�ĚĞ�ƐĞƚĞŵďƌŽ�ĚĞ�ϮϬϭϰ͘ Conclusão �ŽŵŽ� ǀŝŵŽƐ͕� Ă� ƌĞĂůŝĚĂĚĞ� ĂƵŵĞŶƚĂĚĂ� ƉŽĚĞ� ĐƌŝĂƌ� ĚŝǀĞƌƐĂƐ�ƉƌŽƉŽƐƚĂƐ�ĚĞ�ŝŶƚĞƌĂĕĆŽ͕�ĂŵƉůŝĂŶĚŽ�ƚĂŶƚŽ�Ă�ŝŵĞƌƐĆŽ͕� ĐŽŵŽ�Ă�ĂŐġŶĐŝĂ�Ğ�Ă�ĚŝǀĞƌƐĆŽ͘��ƉŽŝĂĚĂ�ƉŽƌ�Ƶŵ�ďŽŵ�ƌŽƚĞŝƌŽ͕� o uso de realidade aumentada pode ampliar seu potencial ƌĞƉƌĞƐĞŶƚĂƟǀŽ� Ğ� ĐƌŝĂƌ� ĂƉŽŝŽ� Ă� ĂĕƁĞƐ� ŝŶǀĞƐƟŐĂƟǀĂƐ� ƋƵĞ� ĞƐƟŵƵůĞŵ͕�ĂůĠŵ�ĚĂ�ĚĞƐĐƌŝĕĆŽ�Ğ�ĚĂ�ƐĞŶƐĂĕĆŽ͕�ƉƌŽƉŽƐƚĂƐ�ƋƵĞ�ƉƌŽǀŽƋƵĞŵ�ƚĂŶƚŽ�ĞŵƉĂƟĂ�ĐŽŵŽ�ĂůƚĞƌŝĚĂĚĞ͕�ƋƵĞ�ĚĞƐƉĞƌƚĞŵ� ĞůĞŵĞŶƚŽƐ� ŝŵĂŐŝŶĄƌŝŽƐ͕�ƉƌŽƉŽƌĐŝŽŶĂŶĚŽ�ĞŶĐŽŶƚƌŽƐ͕� ƚƌŽĐĂƐ͕� ĐƌŝĂĕƁĞƐ�ĐŽůĂďŽƌĂƟǀĂƐ�Ğ�ƉƌŽďůĞŵĂƟnjĂĕĆŽ�ŵĂŝƐ�ĐŽŵƉůĞdžĂƐ�Ğ� ŵĞŶŽƐ�ƌĞĂƟǀĂƐ�Ğ�ŝŵĞĚŝĂƚĂƐ͘ A realidade aumentada pode potencializar as relações ƐĞŶƐşǀĞŝƐ�Ğ�ĞƐƚĠƟĐĂ͕�ƉƌŽǀŽĐĂŶĚŽ�ĐŽŵƉĂƌĂĕƁĞƐ�ĞŶƚƌĞ�ŝŵĂŐĞŶƐ͕� ƉƌŽƉŽŶĚŽ� ĐŽŵƉŽƐŝĕƁĞƐ� Ğ� ǀŝǀġŶĐŝĂƐ� ƚĂŶƚŽ� ĞƐƚĠƟĐĂƐ� ĐŽŵŽ� ĐŽŶƚĞdžƚƵĂŝƐ�ĐŽŵ�Ž�ĞƐƉĂĕŽ͘�WŽƌ�ĞdžĞŵƉůŽ͕�ĐŽŵ�Ă�ƐŽďƌĞƉŽƐŝĕĆŽ� ĚĞ�ĐĂŵĂĚĂƐ�Ġ�ƉŽƐƐşǀĞů�ĐƌŝĂƌ�ƌĞůĂĕƁĞƐ�ƚĞŵƉŽƌĂŝƐ�ŶŽ�ĞƐƉĂĕŽ͕� ĂƐƐŝŵ�ĐŽŵŽ�ĂƐƐŽĐŝĂƌ�ƉĞƐƐŽĂƐ�Ğ�ŽďƌĂƐ�Ă� ůƵŐĂƌĞƐ͘���ƉŽƐƐşǀĞů� ĐƌŝĂƌ�ŶĂƌƌĂƟǀĂƐ�ŽƵ� ƌĞĐŽŶƚĄͲůĂƐ͘� dƵĚŽ� ŝƐƐŽ� ĂŵƉůŝĂ� Ă� ƌĞůĂĕĆŽ� ĚŽ� ũŽŐĂĚŽƌ�ĐŽŵ�Ž�ƉƌſƉƌŝŽ�ĞƐƉĂĕŽ�İƐŝĐŽ�Ğ�ĐŽŵ�ĂƐ�ƉĞƐƐŽĂƐ͘� WŽĚĞŵ�ƐĞƌ�ĐƌŝĂĚĂƐ�ĐĂŵĂĚĂƐ�ĂůƚĞƌŶĂƟǀĂƐ͕�ƋƵĞ�ĐŽŶƚĞŵƉůĞŵ� Ă�ĚŝǀĞƌƐŝĚĂĚĞ�ĚĞ�ƉĞƌĐĞƉĕĆŽ�ŽƵ�ƉƌĞĨĞƌġŶĐŝĂ�ĚŽƐ�ũŽŐĂĚŽƌĞƐ͘ �ƐƐŝŵ�Ă�Z�͕�ĂůŝĂĚĂ�Ă�Ƶŵ�ƉƌŽĐĞƐƐŽ�ĚĞ�ŐĂŵŝĮĐĂĕĆŽ͕�ƉŽĚĞ� ir além de criar camadas de informação. Pode realmente 33 carolei & tori ƵŵĂ�ĐŽŶĞdžĆŽ�ă�ŝŶƚĞƌŶĞƚ�ĚĞ�ĂůƚĂ�ǀĞůŽĐŝĚĂĚĞ�Ğ�ĮĐĂ�ĐŽŵƉůŝĐĂĚŽ� ƐƵĂ�ƵƟůŝnjĂĕĆŽ�ĐŽŵ�Ž�ƟƉŽ�ĚĞ�ƐĞƌǀŝĕŽ�ĚĞ�ƚĞĐŶŽůŽŐŝĂ�ϯ'�ƋƵĞ�Ġ� oferecido pelas empresas de telecomunicações brasileiras e ĂŝŶĚĂ�ŚĄ�ƉŽƵĐĂ�ĚŝƐƉŽŶŝďŝůĚŝĂĚĞ�ĚĞ�ƌĞĚĞƐ�ǁŝ�Į�Ğŵ�ĂŵďŝĞŶƚĞ� públicos e museus. dƵĚŽ� ŝƐƐŽ� ĚŝĮĐƵůƚĂ� Ă� ĐƌŝĂĕĆŽ� ƚƌŝůŚĂƐ� Ğ� ƌĞĐƵƉĞƌĂĕĆŽ� Ğ� ŽƌŐĂŶŝnjĂĕĆŽ� ĚŽƐ� ƌĞŐŝƐƚƌŽƐ� ĚĂƐ� ĞdžƉĞƌŝġŶĐŝĂƐ� Ğ� ĨĞĞĚďĂĐŬƐ� ŵĂŝƐ�ƌĄƉŝĚŽƐ͕�ŵĂƐ�Ġ�ƵŵĂ�ŽƉŽƌƚƵŶŝĚĂĚĞ�ƋƵĞ�ƐĞ�ĂďƌĞ�ƉĂƌĂ�Ž� aprimoramento futuro. �ŝŶĚĂ� ŚĄ� Ƶŵ� ƉŽƚĞŶĐŝĂů� ĐƌŝĂƟǀŽ� ŵƵŝƚŽ� ŐƌĂŶĚĞ� ƋƵĞ� ƐĞ� ĂďƌĞ� ĐŽŵ� ŽƐ� ŐĂŵĞƐ� ƉĞƌǀĂƐŝǀŽƐ� ƉŽƚĞŶĐŝĂůŝnjĂĚŽƐ� ƉĞůŽ� desenvolvimento da realidade aumentada tanto na proposta ĚĞ� ŶŽǀĂƐ� ĨŽƌŵĂƐ� ĚĞ� ŝŶƚĞƌĂŐŝƌ� Ğ� ĂƵŵĞŶƚĂƌ� Ă� ƉƌŽĨƵŶĚŝĚĂĚĞ� ĚĞƐƐĂ� ŝŶƚĞƌĂĕĆŽ� ĐŽŵ� ŽƐ� ĞƐƉĂĕŽƐ� İƐŝĐŽƐ͕� ĐŽŵŽ� ŶĂƐ� ŶŽǀĂƐ� ĨŽƌŵĂƐ�ĚĞ�ĐŽŶƚĂƌ�ŚŝƐƚſƌŝĂƐ�Ğ�ĞƐƚĂďĞůĞĐĞƌ�ǀşŶĐƵůŽƐ�ĞƐƚĠƟĐŽƐ͕� ĠƟĐŽƐ� Ğ� ƐŝŵďſůŝĐŽƐ� ƚĂŶƚŽ� ĐŽŵ� ĞƐƐĞƐ� ĞƐƉĂĕŽƐ� İƐŝĐŽƐ� ĐŽŵŽ� ĐŽŵ�ĂƐ�ƉĞƐƐŽĂƐ�ƋƵĞ�Ž�ǀŝǀĞŶĐŝĂŵ͘ ĐƌŝĂƌ� ĞdžƉĞƌŝġŶĐŝĂƐ� ŝŶƚĞŶƐĂƐ͕� ĐŽŵƉůĞdžĂƐ� Ğ� ŝŵĞƌƐŝǀĂƐ͕� ƋƵĞ� ƉŽĚĞŵ� ĨĂǀŽƌĞĐĞƌ� ƵŵĂ� ƉŽƐƚƵƌĂ� ŵĂŝƐ� ĂƟǀĂ� ;ĐŽŵ� ŵĂŝŽƌ� ĂŐġŶĐŝĂͿ͕�ŶĂ�ŵĞĚŝĚĂ�Ğŵ�ƋƵĞ�ƉĞƌŵŝƚĞ�ƋƵĞ�Ž�ũŽŐĂĚŽƌ�ĞdžƉůŽƌĞ� Ğ�ĚĞĐŝĚĂ�ĐŽŵŽ�ǀĂŝ�ŝŶƚĞƌĂŐŝƌ͘ �dĂŵďĠŵ�ƉŽĚĞ�ƐĞƌ�ďĞŵ�ĚŝǀĞƌƟĚŽ� ;Ğ� ƚƌĂŶƐĨŽƌŵĂĚŽƌͿ� ǀĞƌ�Ž� ĞƐƉĂĕŽ�ĚĞ�ŽƵƚƌĂ� ĨŽƌŵĂ͕�ĚĞ� ĨŽƌŵĂ� ampliada e com camadas e propostas de interação. �ŝŶĚĂ� ŚĄ� ŵƵŝƚŽƐ� ĚĞƐĂĮŽƐ� Ă� ƐĞƌĞŵ� ƐƵƉĞƌĂĚŽƐ͕� Ğ� ƉŽƐƐŝďŝůŝĚĂĚĞƐ� Ă� ƐĞƌĞŵ� ĞdžƉůŽƌĂĚĂƐ͕� � ƚĂŶƚŽ� Ğŵ� ƌĞůĂĕĆŽ� ĂŽƐ� ĚŝƐƉŽƐŝƟǀŽƐ�ĐŽŵŽ�ĂŽƐ�ĂƉůŝĐĂƟǀŽƐ�ĚĞ�ƌĞĂůŝĚĂĚĞ�ĂƵŵĞŶƚĂĚĂ͘� �ŝŶĚĂ� Ġ� ƉƌĞĐŝƐŽ� ĐƌŝĂƌ�ŵĂŝƐ� ĂƉůŝĐĂƟǀŽƐ� ƋƵĞ� ƚƌĂďĂůŚĂŵ� ĐŽŵ� ƌĞĐŽŶŚĞĐŝŵĞŶƚŽ� ĚĞ� ŝŵĂŐĞŶƐ� Ğ� ƋƵĞ� ĐŽŶƐŝŐĂŵ� ŝŶĨŽƌŵĂĕƁĞƐ� ŵĂƉĞĂĚĂƐ� ƉĂƌĂ� ĨĂnjĞƌ� ƵŵĂ� ĐŽůĞĕĆŽ� ĚŽƐ� ƌĞŐŝƐƚƌŽƐ� Ğ� ŽƌŐĂŶŝnjĂĕĆŽ͕� Ž� ƋƵĞ� ƐĞƌŝĂ� ƵŵĂ� ĂƉŽŝŽ� ĨƵŶĚĂŵĞŶƚĂů� ƉĂƌĂ� ƌĞĐƵƉĞƌĂĕĆŽ� ĚĞ� ƚƌĂũĞƚſƌŝĂƐ� ƚĂŶƚŽ� ƉĂƌĂ� ĞdžƉůŽƌĂĕĆŽ� ĞƐƉĂĐŝĂů� ĐŽŵŽ�ĚĞ�ŵĂƉĞĂŵĞŶƚŽ�ĚĂƐ�ĞƐĐŽůŚĂƐ�ĨĞŝƚĂƐ�ƉĞůŽ�ƵƐƵĄƌŝŽ͘�&ĂnjͲ se necessária a criação de feedbacks�ŵĂŝƐ�ĐŽŵƉůĞdžŝĮĐĂĚŽƐ�Ğ� ĂƚĠ�ĂƵƚŽŵĂƟnjĂĚŽƐ͕�ŵĂƐ�ƋƵĞ�ĨĂĕĂŵ�ŝƐƐŽ�ĐŽŵŽ�ƵŵĂ�ĨŽƌŵĂ�ĚĞ� ǀŝƐƵĂůŝnjĂƌ�ŽƐ�ƉƌŽĐĞƐƐŽƐ�Ğ�ĂũƵĚĂƌ�ŶĂ�ƚŽŵĂĚĂ�ĚĞ�ĚĞĐŝƐĆŽ͕�ŶĆŽ� ŽƐ�ƌĞĚƵnjŝŶĚŽ�Ă�ĞƐƚĞƌĞſƟƉŽƐ͘ KƵƚƌĂ� ĚŝĮĐƵůĚĂĚĞ� ĐŽŵƵŵ� ŶĞƐƐĂƐ� ĞdžƉĞƌŝġŶĐŝĂƐ� Ġ� Ă� ĐŽŶĞdžĆŽ� ă� ŝŶƚĞƌŶĞƚ͘�DƵŝƚŽƐ� ĚŽƐ� ƉƌŽŐƌĂŵĂƐ� ĚĞƉĞŶĚĞŵ� ĚĞ� 34 �ZD�Ed�ZK^͕�D͖͘���E1d�͕��͘�:͖͘��hZ��͕��͘�/ŶƚĞƌĂĐƟǀĞ�ƚƌŝǀŝĂ�ŽĨ�ůĂǁƐ�ŽĨ� ƚŚĞ�ŐĂŵĞ�ĂƐ�Ă�ƌĞƐŽƵƌĐĞ�ĨŽƌ�ƚƌĂŝŶŝŶŐ�&/&��ĨŽŽƚďĂůů�ƌĞĨĞƌĞĞƐ͘�/Ŷ͗�z�E'͕�,͖͘� t�E'͕�^͘�;�Ě͘Ϳ͘�Cases on formal and informal e-learning environments: ŽƉƉŽƌƚƵŶŝƟĞƐ�ĂŶĚ�ƉƌĂĐƟĐĞƐ͘�,ĞƌƐŚĞLJ͕ �W�͗�/'/�'ůŽďĂů͕�ϮϬϭϯ͘�Ɖ͘�ϮϬϬͲϮϭϰ͘� �ZE�h͕�>͖͘����>�͕��͘�Como aprender e ensinar competências. 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