“VAMPIRO: A MÁSCARA” EDUCATING AND FORMING JUVENILE IDENTITES

Abstract

The role-playing games (RPG) were created in the middle 1970’s in the United States, and since then, have been attracting the attention of several people throughout the world, forming groups of players affectionated by the pleasure of playing and performing. The RPG is similar to improvised theater, and, as it is a non-competitive game, promotes the development of cooperation, interaction, creativity and imagination situations. In education, the role-playing games have been largely used for different purposes, such as to diversify and make classes more dynamic and interesting for students and teachers. However, very little or almost nothing has been discussed and questioned about the possible influences those games have in the formation of juvenile identities. Therefore, the purpose of this text is analyse one particular RPG game, “Vampiro: A Máscara”, under the point of view of Cultural Studies, and to check which possible identity marks have been used by the players of this game.