VYGOTSKY'S ASSUMPTIONS IN SERIOUS GAMES FOR SOCIAL LEARNING ON CARDIORESPIRATORY ARREST

Abstract

Objective: To discuss the pedagogical basis for the use of serious games in the cardiorespiratory arrest training, based on Vygotsky's socio-historical-cultural theory. Method: This is a theoretical- reflective study on Lev Vygotsky's socio-historical-cultural theory in the use of educational technologies of the serious game type, through an exploratory reading of the scientific literature, the works of the theorist and collaborating authors. Synthesis of the reflection: two categories of discussion were obtained: the socio-historical-cultural theory and the assumptions of Lev Vygotsky in the teaching-learning process; the use of serious games in the context of cardiorespiratory arrest as instruments of social learning. Conclusion: the study allowed us to discuss the concepts of cognitive mediation, instruments, signs, language and development zones of the theorist Vygotsky, as well as the conceptual elements of a serious game, aligning them to understand how the teaching-learning process occurs through social interaction to achieve educational objectives in the development of multiprofessional care skills in cardiorespiratory arrest.