Several abilities and competencies are needed for the English teaching occur, not only
knowledge regarding grammar (KUMARAVADIVELU, 1994), because a language is not only
grammaticality. The process of learning a new language entangles areas that inhabits domains
such as culture, repertoires (PENNYCOOK, 2018) and discourses (ORLANDI, 1999) of a
place. English teaching through roleplaying games (GLASS et. al., 2015) may be used to teach
such concepts, which are immanent for students that aim to become a global citizen (GEE,
2009) in a classroom. The undergraduate thesis demonstrates how English teaching through
roleplaying games teaches using the students’ imagination, a space where the teaching using
RPGs happens. To understand the role that the imagination has during the campaigns, the
referential framework explains concepts like escapism (LEVINAS, 2003) and the truthmaker
principle (BRICKER, 2015), these concepts are in every RPG campaign unconsciously. The
thesis was made based on a study case which was done on the curricular discipline ‘Prática de
Ensino e Estágio Supervisionado em Língua Inglesa IV’, it occurred at the end of November,
2018. Through it was concluded that using roleplaying games on English teaching classes is a
valid and productive way to teach students. But, the teacher must comprehend how the game
mechanics’ work between themselves so that the teacher may best use them.
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