Hacia una plataforma digital para el rediseño lúdico de las instancias de examen en el contexto universitario
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Facultad de Ciencia Política y Relaciones Internacionales
Resumen
En el presente trabajo se pone el foco de análisis en las instancias de examen
en el contexto universitario. A su vez, se argumenta a favor de la necesidad de
un rediseño lúdico de las mismas a partir de su contextualización en un proceso
más amplio de agotamiento del proyecto disciplinar y sus dispositivos
normalizadores y la emergencia de la sociedad de control. La articulación de
dicho recorrido se encuentra dada por la problematización del concepto de
experiencia desde la recuperación de los planteos de Alessandro Baricco (2008;
2019). Desde allí se avanza en la elaboración de un herramental teórico que
permita abordar el objeto en vistas de su rediseño lúdico. Para esto se aborda,
por un lado, el juego desde una trama conceptual enriquecida al tiempo que se
analizan las instancias de examen en el contexto universitario en términos de
Interfaz, según la conceptualización propuesta por Carlos Scolari (2018b), y las
cinco preguntas planteadas por Lila Pinto (2019) en torno a las dimensiones de
lo que la autora llama el núcleo duro de la escuela. Finalmente, se despliega una
propuesta de rediseño que comprende el desarrollo de una mecánica lúdica junto
con una plataforma digital enmarcadas en una estrategia de innovación
incremental (Scolari, 2018).
In the present work, the focus of analysis is placed on the examination instances in the university context. In turn, it is argued in favor of the need for a playful redesign of them based on their contextualization in a broader process of exhaustion of the disciplinary project and its normalizing devices and the emergence of the control society. The articulation of this journey is given by the problematization of the concept of experience from the recovery of the proposals of Alessandro Baricco (2008; 2019). From there, progress is made in the elaboration of a theoretical tool that allows approaching the object in view of its playful redesign. For this, the game is approached from an enriched conceptual plot while analyzing the exam instances in the university context in terms of Interface, according to the conceptualization proposed by Carlos Scolari (2018b), and the five questions posed by Lila Pinto (2019) on the dimensions of what the author calls the hard core of the school. Finally, a redesign proposal is deployed that includes the development of a playful mechanic together with a digital platform framed in an incremental innovation strategy (Scolari, 2018).
In the present work, the focus of analysis is placed on the examination instances in the university context. In turn, it is argued in favor of the need for a playful redesign of them based on their contextualization in a broader process of exhaustion of the disciplinary project and its normalizing devices and the emergence of the control society. The articulation of this journey is given by the problematization of the concept of experience from the recovery of the proposals of Alessandro Baricco (2008; 2019). From there, progress is made in the elaboration of a theoretical tool that allows approaching the object in view of its playful redesign. For this, the game is approached from an enriched conceptual plot while analyzing the exam instances in the university context in terms of Interface, according to the conceptualization proposed by Carlos Scolari (2018b), and the five questions posed by Lila Pinto (2019) on the dimensions of what the author calls the hard core of the school. Finally, a redesign proposal is deployed that includes the development of a playful mechanic together with a digital platform framed in an incremental innovation strategy (Scolari, 2018).
