Practice games, new literacies and critical multiliteracies

This article proposes to raise a reflection on games1 as a phenomenon of contemporary culture, semiotizada, not yet settled, contextualizing its focus on new literacies and critical multiliteracies in teaching, considering the game as a social phenomenon that runs through the lives of young people and adolescents, permeated by a multiplicity of languages which often are built for them in interacting with friends, without a reflexive attitude. The methodology qualitative approach based on the interpretive assumptions which will be realized by conducting observation and guided interviews with adolescents who have the use of video games a recurring practice. The discussion will be interpretively, with a view to better understanding the speech of teenagers observed and later interviewed for this reflection. The conclusions investigate the practice of electronic games, experienced by teenagers as a contribution to my own practice raising questions for future research. They make up some notes about research acercados electronic games then explain the theories of new literacies and multiliteracies, directing possible for a critical reflection on work with games.