Production of a digital game as a mobilizer of initial teacher training ; Producción de un juego digital como movilizador de la formación inicial docente ; Produção de um game como mobilizadora da formação inicial de professores

This paper discusses the digital game object intertwined with the initial training of teachers and aims to discuss mobilizations produced during a curricular internship when the production of an educational digital game was started. Supported by the theoretical-methodological contribution of the Actor-Network Theory, the research has a qualitative character and its empirical field allowed mapping a pedagogical reality from its socio-material aspects. The production of empirical data took place from field observations and the elaboration of reports by teachers in training, which were migrated to the ATLAS.ti program and treated from a focused codification. These procedures made it possible to identify the actants that formed the investigated socio-material network, track the mobilizations undertaken and systematize elements that made up the reality produced by the network. The research reinforces the impossibility of dissociating material aspects from social aspects in socio-formative processes —which are always marked by transience, fluidity, uncertainties and mutations— and shows that the production of a digital game in the initial training of teachers provokes mobilizations that affect the field of action of future teachers and incite the formation of pedagogical meanings. ; Este artículo tematiza el objeto juego digital entrelazado con la formación inicial de profesores y tiene como objetivo discutir las movilizaciones producidas durante una pasantía curricular cuando se iniciaba la producción de un juego digital educativo. Apoyada en el aporte teórico-metodológico de la Teoría del Actor-Red, la investigación tiene un carácter cualitativo y su campo empírico permitió mapear una realidad pedagógica desde sus aspectos socio-materiales. La producción de datos empíricos se basó en observaciones de campo y en la elaboración de informes por parte de los docentes en formación, que fueron migrados al programa ATLAS.ti y tratados a partir de una codificación focalizada. Estos procedimientos permitieron identificar a ...