Jogos de vídeo, sociedade do conhecimento e pensamento interdisciplinar

Abstract

The great demand of the knowledge society in which we live demands learning to learn, having flexibility to unlearn and relearn, learning by doing, researching, learning from mistakes, knowing how to communicate through available means, accessing information, building knowledge and transforming it to solve everyday problems and have a fuller and happier life. All these are some of the so-called competences for the 21st century. Information and communication technologies have become a catalyst for the development of these skills. This article sets out some practices for learning in a knowledge society characterised by its complexity, ambiguity, uncertainty and hyper-connectivity with ICTs, with high demand for work and collaborative learning, reflective interaction and the need for interdisciplinarity in order to solves the daily problems. In this context, the role of the teacher as promoter and facilitator of this society’s own competences supported by active teaching methodologies is highlighted, and finally, the experience of online videogame players is emphasised as a sample of learning experiences of competences that can be transferred to other social environments through metacognition.