Doctoral Colloquium—Immersive, Inventive and Gamified Narratives: A Pathway to Teacher Training in the Digital Age

Abstract

Since ancient times, narratives have played a central role in the construction of knowledge and in education, initially through orality and later through printed books, traditional forms that privileged speech and writing as the main means of communication and teaching. With digital technologies, Generative Artificial Intelligence (GenAI) and virtual 3D digital worlds in the metaverse, narratives have expanded, enabling immersion, invention and gamification. These advancements foster new literacies that transcend oral and written traditions, encouraging the development of transliteracy. In view of this, this doctoral colloquium paper presents preliminary results from an ongoing doctoral research study in Education. The objective is to present a pedagogical practice involving the co-creation of immersive, inventive and gamified narratives, to identify clues that help us understand which literacies emerge. Conducted with teachers in initial training from the Pedagogy program at a university in southern Brazil, this qualitative research employs the Cartographic Method of Intervention-Research to produce and analyze the data. Preliminary results reveal that through the co-creation of immersive, inventive and gamified narratives, teachers transcend traditional literacies established in conventional teaching spaces. This process requires participants to be able to move through and appropriate multiple spaces, languages and technologies, promoting a connection between humans and non-humans in a transorganic connective act. In this context, teachers cease to be mere content transmitters, becoming co-creators of pedagogical practices that dialog with contemporary demands, indicating paths for transformative teacher training, sensitive to the complexities of the present and aligned with the OnLIFE Education paradigm.