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Gamificacao realidade aumentada atividades ludicas aprendizagem paula carolei romero tori

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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. Há ainda o aprofundamento 
ĚĂƐ� ƋƵĞƐƚƁĞƐ� ƋƵĞ� ĞŶǀŽůǀĞŵ� ĂƐ� ĞƐƚĠƟĐĂƐ� ĚŽƐ� ŵĞŝŽƐ�
ĚŝŐŝƚĂŝƐ͕�ĞƐƉĞĐŝĂůŵĞŶƚĞ�ŽƐ�ĐŽŶĐĞŝƚŽƐ�ĚĞ� ŝŵĞƌƐĆŽ͕�ĂŐġŶĐŝĂ�Ğ�
ƚƌĂŶƐĨŽƌŵĂĕĆŽ͕�ĚŝƐĐƵƟĚŽƐ�ƉŽƌ�DƵƌƌĂLJ�;ϮϬϬϯͿ͘
KƵƚƌŽ�ĐŽŶĐĞŝƚŽ�ƋƵĞ�ǀĞŵ�ƐĞŶĚŽ�ďĂƐƚĂŶƚĞ�ĚŝƐĐƵƟĚŽ�ŶŽ�
ąŵďŝƚŽ�ĚĂƐ�ŶŽǀĂƐ�ƚĞĐŶŽůŽŐŝĂƐ�ŶĂ�ĞĚƵĐĂĕĆŽ�Ġ�Ž�ĚĞ�ZĞĂůŝĚĂĚĞ�
�ƵŵĞŶƚĂĚĂ�;Z�Ϳ͘��ƐƐĂ�ƚĞĐŶŽůŽŐŝĂ��ƉŽƐƐŝďŝůŝƚĂ�ƋƵĞ�ĞůĞŵĞŶƚŽƐ�
ǀŝƌƚƵĂŝƐ� ŝŶƚĞƌĂƟǀŽƐ� Ğŵ� ĨŽƌŵĂƚŽ� ĚŝŐŝƚĂů� ƐĞ� ƐŽďƌĞƉŽŶŚĂŵ͕�
Ğŵ� ƚĞŵƉŽͲƌĞĂů͕� Ă� ĞůĞŵĞŶƚŽƐ� İƐŝĐŽƐ� ĚŽ� ĂŵďŝĞŶƚĞ� ƌĞĂů͘�
�ŝĨĞƌĞŶƚĞŵĞŶƚĞ� ĚĂ� ZĞĂůŝĚĂĚĞ� sŝƌƚƵĂů� ;ZsͿ͕� ƋƵĞ� ƉƌŽŵŽǀĞ�
ƵŵĂ� ŝŵĞƌƐĆŽ� ĚŽ� ƵƐƵĄƌŝŽ� ŶŽ� ĂŵďŝĞŶƚĞ� ĚŝŐŝƚĂů� ďƵƐĐĂŶĚŽ�
ƉƌŝǀĄͲůŽ�ĚĂƐ� ƐĞŶƐĂĕƁĞƐ�ƉƌŽǀŝŶĚĂƐ�ĚŽ�ĂŵďŝĞŶƚĞ�İƐŝĐŽ�Ă� ƐĞƵ�
ƌĞĚŽƌ͕ �Ă�Z��ŝŶƚĞŐƌĂ�ŽƐ�ĚŽŝƐ�ĂŵďŝĞŶƚĞƐ͘�WŽƌ�ŝƐƐŽ�Ġ�ŵĂŝƐ�ĨĄĐŝů�
ŽďƚĞƌ�Ă�ƐĞŶƐĂĕĆŽ�ĚĞ� ŝŵĞƌƐĆŽ�ĚŽ�ƵƐƵĄƌŝŽ�Ğ͕�Ğŵ�ŐĞƌĂů͕�ŵĂŝƐ�
ďĂƌĂƚŽ͘����ƋƵĞƐƚĆŽ�ĂƋƵŝ�ĚŝƐĐƵƟĚĂ�Ġ�ĐŽŵŽ�Ă�Z��ƉŽĚĞ�ĂŵƉůŝĂƌ�Ă�
ĂŐġŶĐŝĂ͕�Ă�ŝŵĞƌƐĆŽ�Ğ�Ă�ĚŝǀĞƌƐĆŽ�Ğ�ƐĞƌ�ƵƐĂĚĂ�ŶƵŵ�ƉƌŽĐĞƐƐŽ�ĚĞ�
ŐĂŵŝĮĐĂĕĆŽ�ƉĂƌĂ�ĂŵƉůŝĂƌ�Ă�ƉŽƚĞŶĐŝĂůŝĚĂĚĞ�ĚŽ�ĂƉƌĞŶĚŝnjĂĚŽ͘
�ƐƚĞ� ĂƌƟŐŽ͕� Ă� ƉĂƌƟƌ� ĚĞ� ĞdžƉĞƌŝġŶĐŝĂƐ� Ğ� ƉĞƐƋƵŝƐĂƐ�
ĚŽƐ� ĂƵƚŽƌĞƐ͕� ĚĞƐĐŽŶƐƚƌſŝ� Ž� ĐŽŶĐĞŝƚŽ� Ğ� Ă� ƚĞĐŶŽůŽŐŝĂ� ĚĞ�
ARTIGOS
teccogs 
ŝƐďŶ͗�ϭϵϴϰͲϯϱϴϱ
Ŷ͘�ϵ͕�ϭϬϮ�Ɖ͕� 
ũĂŶ͘�Ͳ�ũƵŶ͘�ϮϬϭϰ
17
carolei
& 
tori
͞ƌĞĂůŝĚĂĚĞ� ĂƵŵĞŶƚĂĚĂ͕͟ � ĂǀĂůŝĂ� ĐŽŵ� ƉƌŽĨƵŶĚŝĚĂĚĞ� ƐĞƵ�
ƉŽƚĞŶĐŝĂů� ƉĞĚĂŐſŐŝĐŽ�Ă�ƉĂƌƟƌ�ĚĂƐ�ƉƌŝŶĐŝƉĂŝƐ� ĐŽŵƉĞƚġŶĐŝĂƐ�
ĞĚƵĐĂĐŝŽŶĂŝƐ͕� Ğ� ƉƌŽƉƁĞ� Ƶŵ� ŶŽǀŽ� ĐŽŶĐĞŝƚŽ� ĚĞ� design de 
ĞdžƉĞƌŝġŶĐŝĂ� ƉĂƌĂ� Ă� ĐƌŝĂĕĆŽ� ĚĞ� ĞƐƚƌĂƚĠŐŝĂƐ� ƉĞĚĂŐſŐŝĐĂƐ�
ŝŵĞƌƐŝǀĂƐ�Ğŵ�ĞƐƉĂĕŽƐ�ĚŝŐŝƚĂŝƐ�ŚşďƌŝĚŽƐ͘
ƋƵĂůƋƵĞƌ�ĐŽŝƐĂ�ƌĞƉƌĞƐĞŶƚĂ͕�ƚĞĐŶŝĐĂŵĞŶƚĞ͕�ƵŵĂ�ĞdžƉĞƌŝġŶĐŝĂ�
ĚĞ�ĂůŐƵŵ�ƟƉŽ͕�͞ďĂƐĞ�ĚŽƐ�ĞǀĞŶƚŽƐ�ĚĂ�ǀŝĚĂ�Ğ� ĨŽƌŵĂĚŽƌĂ�ĚŽ�
core� ƋƵĞ� ĂƐ�ŵşĚŝĂƐ� ŝŶƚĞƌĂƟǀĂƐ� ĚĞǀĞŵ� ŽĨĞƌĞĐĞƌ͕͟ � ŝŶĚŽ� ĚŽƐ�
ĚĂĚŽƐ�;ŝŶŐƌĞĚŝĞŶƚĞƐ�͞ĐƌƵƐ͟Ϳ�ĂŽ�ĐŽŶŚĞĐŝŵĞŶƚŽ͕�Ž�ƋƵĞ�Ġ�ƵŵĂ�
ĐŽŶƋƵŝƐƚĂ͘� �ƐƐĞ�Ġ�Ƶŵ�ƉƌŽĐĞƐƐŽ�ĚĞ� ƐŝŐŶŝĮĐĂĕĆŽ͕�ŶŽ�ƋƵĂů�ŽƐ�
ĚĂĚŽƐ�ƐĆŽ�ĂĐƌĞƐĐŝĚŽƐ�ĚĞ�ĐŽŶƚĞdžƚŽ�Ğ�ƐŝŐŶŝĮĐĂĚŽ͘�
hŵĂ�ĚĂƐ�ŵĂŝŽƌĞƐ�ĐŽŶƚƌŝďƵŝĕƁĞƐ�ĚŽ�ĚĞƐŝŐŶ�ĚĞ�ŐĂŵĞƐ�Ğ�
ĚŽ�ĚĞƐŝŐŶ�ĚĞ��ĞdžƉĞƌŝġŶĐŝĂ��ƉĂƌĂ�Ă��ĚƵĐĂĕĆŽ�Ġ�ƉĞŶƐĂƌ�Ă�ĂĕĆŽ�
ĚŝĚĄƟĐĂ�ŶĆŽ�ĐŽŵŽ�Ƶŵ�ƉƌŽĐĞƐƐŽ�ŝŶƐƚƌƵĐŝŽŶĂů�Ğ�Ɛŝŵ�ĐŽŵŽ�ƵŵĂ�
ƉƌŽƉŽƐƚĂ� ĚĞ� ĞdžƉĞƌŝġŶĐŝĂ� ĐŽŵ� ĐŽŶƚĞdžƚŽ� Ğ� ƐŝŐŶŝĮĐĂĚŽ͘� WĂƌĂ�
ĂŵƉůŝĂƌ� Ă� ƌĞůĂĕĆŽ� ĞŶƚƌĞ� ŝŶƐƚƌƵĕĆŽ� Ğ� ĞdžƉĞƌŝġŶĐŝĂ� � ƉĂƌƟŵŽƐ�
ĚĞ�ƵŵĂ��ĨĂůĂ�ĚĞ�^ĞLJŵŽƵƌ�WĂƉĞƌƚ�;ϭϵϵϳͿ�ŶƵŵ��ĚĞďĂƚĞ��ƐŽďƌĞ�
Ž�ĨƵƚƵƌŽ�ĚĂ�ĞƐĐŽůĂ�ĐŽŵ�WĂƵůŽ�&ƌĞŝƌĞ�ŶŽ�ƋƵĂů�ĞůĞ�ĂĮƌŵĂ�ƋƵĞ�
ƚĞŵŽƐ� ƚƌġƐ� ĨŽƌŵĂ�ĚĞ�ŶŽƐ� ƌĞůĂĐŝŽŶĂƌ� ĐŽŵ�Ž� ĐŽŶŚĞĐŝŵĞŶƚŽ͗�
�džƉĞƌŝŵĞŶƚĂĕĆŽ͕�/ŶƐƚƌƵĕĆŽ�Ğ��ƌŝĂĕĆŽ͘�
���džƉĞƌŝŵĞŶƚĂĕĆŽ�Ġ�ŶŽƐƐĂ�ƉƌŝŵĞŝƌĂ�ĨŽƌŵĂ�ĚĞ�ĂƉƌĞŶĚĞƌ͕ �
pois desde bebês começamos a explorar e experimentar 
Ž�ŵƵŶĚŽ� ĐŽŵ�ŶŽƐƐŽ� ĐŽƌƉŽ� Ğ� ŶŽƐƐŽƐ� ƐĞŶƟĚŽƐ͘� EĞƐƐĂ� ĨĂƐĞ�
ĚĞĐŝĚŝŵŽƐ�Ž�ƋƵĞ�ĂƉƌĞŶĚĞƌ�Ğ�ĐŽŵŽ�ĂƉƌĞŶĚĞƌ�ĚĞƉĞŶĚĞŶĚŽ�ĚŽ�
ĂůĐĂŶĐĞ�ƋƵĞ�ƚĞŵŽƐ͘�DĂƐ�Ă�ĞdžƉĞƌŝŵĞŶƚĂĕĆŽ�İƐŝĐĂ�ƚĞŵ�ůŝŵŝƚĞƐ�
ĞƐƉĂĐŝĂŝƐ�Ğ�ƚĞŵƉŽƌĂŝƐ͘�dĂŵďĠŵ�ƉŽĚĞŵŽƐ�ĚŝnjĞƌ�ƋƵĞ�ŚĄ�ƵŵĂ�
ĐƵůƚƵƌĂ�ƋƵĞ�ƐĞ�ĂĐƵŵƵůĂ�ƉŽƌ�ŵƵŝƚŽ�ƚĞŵƉŽ�Ğ�ƋƵĞ�ŶĆŽ�ƉŽĚĞ�Ɛſ�
ĚĞƉĞŶĚĞƌ�ĚĂ�ĞdžƉĞƌŝġŶĐŝĂ�ƉĞƐƐŽĂů�Ğ�ƉƌĞĐŝƐĂ͕�ĚĞ�ĐĞƌƚĂ�ĨŽƌŵĂ͕�
ƐĞƌ� � ƚƌĂŶƐŵŝƟĚĂ͘� WĂƌĂ� ŝƐƐŽ͕� ĨŽƌĂŵ� ĐƌŝĂĚĂƐ� ĂƐ� ŝŶƐƟƚƵŝĕƁĞƐ�
ĨŽƌŵĂŝƐ�ĚĞ�ĞŶƐŝŶŽ�Ğ�ƐĞƵƐ�ŵŽĚĞůŽƐ�ŝŶƐƚƌƵĐŝŽŶĂŝƐ�ũƵŶƚĂŵĞŶƚĞ�
ĐŽŵ�ƉƌŽƉŽƐƚĂƐ�ĐƵƌƌŝĐƵůĂƌĞƐ�ƋƵĞ�ƐĞůĞĐŝŽŶĂŵ�Ž�ƋƵĞ�ĚĞǀĞ�ƐĞƌ�
ĞŶƐŝŶĂĚŽ͕� ƐĞũĂ� ƉŽƌ� ƐĞƌ� ƌĞůĞǀĂŶƚĞ� ĚĞŶƚƌŽ� ĚĞ� ĚĞƚĞƌŵŝŶĂĚŽƐ�
ĐŽŶƚĞdžƚŽƐ͕� ƐĞũĂ͕�ŵƵŝƚĂƐ� ǀĞnjĞƐ͕� ƉŽƌ� ƋƵĞƐƚƁĞƐ� ƉŽůşƟĐĂƐ͘�DĂƐ�
Gamificação e Educação
^ĞŐƵŶĚŽ� ^ĂůĞŵ� Ğ� ŝŵŵĞƌŵĂŶ� ;ϮϬϬϲ� Ɖ͘ϱϱͿ�Ž� ŵĂŝŽƌ�
ĚĞƐĂĮŽ�ĚĞ�Ƶŵ�ŵŽĚĞůŽ�ĚĞ� � ŐĂŵĞ�ĚĞƐŝŐŶ� Ġ� Ă� ĐŽŶĐĞŝƚƵĂĕĆŽ�
ŶŽ�ŶşǀĞů�ĂďƐƚƌĂƚŽ�Ğ͕�ĂŽ�ŵĞƐŵŽ�ƚĞŵƉŽ͕�Ă�ĐƌŝĂĕĆŽ�ĚĞ�ƌƵďƌŝĐĂƐ�
ĞƐƉĞĐşĮĐĂƐ� ƉĂƌĂ� ƌĞƐŽůǀĞƌ� ƉƌŽďůĞŵĂƐ� ĐŽŶĐƌĞƚŽƐ͘;͘͘͘Ϳ� ��
Ƶŵ� ƉƌŽĐĞƐƐŽ� ŝƚĞƌĂƟǀŽ͕� ŵŽĚĞůŽƐ� ƐĆŽ� ƷƚĞŝƐ� ŶƵŵ� ƉƌŝŵĞŝƌŽ�
ŵŽŵĞŶƚŽ� ƉĂƌĂ� ĞŶƚĞŶĚĞƌ� Ž� ƉƌŽďůĞŵĂ͕� ŵĂƐ� ĞůĞƐ� ŶƵŶĐĂ�
ƌĞƐŽůǀĞŵ�ƚƵĚŽ͘� ;͘͘͘Ϳ���ƉƌĞĐŝƐŽ� ĨƌĞƋƵĞŶƚĞŵĞŶƚĞ� ŝƌ�Ğ�ǀŽůƚĂƌ�Ğ�
ĚŝƐƐĞĐĂƌ�Ž�ƐŝƐƚĞŵĂ͕��ŵƵĚĂŶĚŽ�ĚĞƚĞƌŵŝŶĂĚŽƐ�ƉƌŽĐĞĚŝŵĞŶƚŽƐ�
ƉĂƌĂ� ĚĞƐĐŽďƌŝƌ� ŽƐ� ƉŽŶƚŽƐ� ƋƵĞ� ŶĆŽ� ĨƵŶĐŝŽŶĂŵ͘� KƵ� ƐĞũĂ͕� Ž�
design�ĚĞ�ŐĂŵĞƐ�ƐĞ�ƉĂƵƚĂ�ƉŽƌ�ŵŽĚĞůŽƐ�Ğ�frameworks͕�ŵĂƐ�
ƚĂŵďĠŵ�ƉŽƌ�ĞdžƉĞƌŝŵĞŶƚĂĕĆŽ�Ğ�ĐŽŵƉůĞdžŝĚĂĚĞ͕�ĂƐƐŝŵ�ĐŽŵŽ�
Ž� ƉƌŽĐĞƐƐŽ� ĞĚƵĐĂĐŝŽŶĂů� ƋƵĞ� ƚĂŵďĠŵ� ƐĞŐƵĞ�ĚĞƚĞƌŵŝŶĂĚŽƐ�
ƉƌŝŶĐşƉŝŽƐ� Ğ� ĚŝƌĞƚƌŝnjĞƐ͕� ŵĂƐ� ƚĞŵ� Ž� ĂƐƉĞĐƚŽ� ǀŝǀĞŶĐŝĂů͘� EĆŽ�
ŚĄ� ƌĞĐĞŝƚĂ�ƋƵĞ� ĨƵŶĐŝŽŶĞ�ƐĞŵƉƌĞ͕�ƉŽŝƐ� ƚŽĚŽ�ŵŽĚĞůŽ�Ġ�ƵŵĂ�
ƉƌŽƉŽƐƚĂ�ǀŝƌƚƵĂů�ƋƵĞ�Ɛſ�ƐĞ�ĂƚƵĂůŝnjĂ�ƋƵĂŶĚŽ�Ġ�ĐŽůŽĐĂĚĂ�Ğŵ�
ƉƌĄƟĐĂ�Ğ͕�ŶĂ�ŵĂŝŽƌŝĂ�ĚĂƐ�ǀĞnjĞƐ͕��ƉƌĞĐŝƐĂ�ƐĞƌ�ƌĞǀŝƐƚĂ͕�ĂũƵƐƚĂĚĂ͕�
reformulada.
 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�
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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
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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.
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^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.”
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FIGURA 3 –�hƐŽ�ĚĞ�ŵĂƌĐĂĚŽƌĞƐ�ĮĚƵĐŝĂŝƐ�ƉĂƌĂ�ŽďƚĞƌ�ĞĨĞŝƚŽƐ�ĚĞ�Z�
FIGURA 4 – Oculus VR
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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�
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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�
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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
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REFERÊNCIAS
��ZK>�/͕�W͘ �'ĂŵĞƐ�WĞƌǀĂƐŝǀŽƐ�ĐŽŵŽ�ƉƌŽƉŽƐƚĂ�ĚĞ�ƉŽƚĞŶĐŝĂůŝnjĂĕĆŽ�ĚĂ�
�ŽŵƵŶŝĐĂĕĆŽ��ŝĞŶơĮĐĂ͘�Anais do XXXVII Congresso Brasileiro de 
Ciências da Comunicação�ʹ�&Žnj�ĚŽ�/ŐƵĂĕƵ͕�ϮϬϭϰ�
�^/<^�EdD/,�>z/͕�D͘��ƌĞĂƟǀŝƚLJ�͗�&ůŽǁ�ĂŶĚ�ƚŚĞ�WƐLJĐŚŽůŽŐLJ�ŽĨ��ŝƐĐŽǀĞƌLJ�
ĂŶĚ�/ŶǀĞŶƟŽŶ͘�,ĂƌƉĞƌ�ŽůůŝŶƐ�WƵďůŝƐŚĞƌƐ͕�ϭϵϵϳ͘
&Z�/Z�͕�W͘ ͖�W�W�Zd͕ �^͘�O Futuro da escola͘�ϭϵϵϳ͘�sşĚĞŽ��ŝƐƉŽŶşǀĞů�Ğŵ͗�ŚƩƉ͗ͬͬ�
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