Comunicação não -violenta em língua inglesa a partir dos jogos de RPG.

Abstract

This dissertation sheds a light on Non-Violent and decolonial Communication in English language based on Role-Playing Games (RPGs), aware of constraints imposed to reasoning and creative practices in and out academic field. The dissertation is in alignment with and situated in Applied Linguistics, mostly in the collection of South praxies and epistemologies. Therefore, it encourages debates about what it means to produce and live in complex human formations which problematize race and racism, patriarchal and gender agreements, unequal economic arrangements, among other catastrophes and segregationisms. This dissertation is committed to introducing scientifically post-abyssal and artisanal RPGs, in order to enable Non-Violent Communication in English Language, that is, to create social and educational practices toward defeating oppressive ways of social relations, by taking into account specificities of two locations of Tocantins state context, namely Porto Nacional and Araguaina. To data collection, the researcher employed the qualitative method of ethnography case study, split into two phases: the first one was based on an updating course geared to undergraduate students registered in English Language and Literature Supervised Practicum II and III at Federal University of North Tocantins and English Language and Literature Supervised Practicum IV at Federal University of Tocantins, Porto Nacional campus,

organized in three modules including semi-structured questionnaires, a quiz and a playful- reflexive time with Grok the world game, recorded by Google Meet. The second one has

addressed participants’ critical and creative capacity to write RPG storylines based on the development of Non-Violent decolonial Communication in the educational field. Despite the fact that there were constraints, confrontations, as well as technological issues from remote education, mostly due to SARS-CoV-2 transmission during COVID-19 pandemic (2019- 2022), participants intensely engaged in the production of course materials, through planning and the creation of workshops whose emphasis were on RPG storylines based on Non-Violent Communication and decoloniality, highlighting emotions and needs/values, according to a collective and critical project pedagogy. This research pointed to some reflections related to the benefits, but also to the limitations of creative methodology toward planning, intervention and analysis. In spite of the limitations, it also resulted in the production of two RPG storylines, acutely sensitive to local affairs such as hunger, economy inequality, bullying, linguistic barriers, cultural discrimination, alcoholism, xenophobia, besides the emotions and needs that have emerged from both these spaces and their locus of enunciation, thus contributing to a likely knowledge and methodology de(s)colonization through which it is and it is being produced.