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Keywords: Autobiography, social relations game, subjectivity, video games, teacher education.
This thesis investigates the intersections between video games, social relationships, and teacher education through an autobiographical narrative of the author, named ProfPlayer1. The main objective is to analyze how experiences with video games and playful practices influenced his constitution as a Physical Education teacher, understanding games as cultural artifacts that mediate learning, constitute subjectivities, and affect social interactions. The research uses a qualitative autobiographical methodology, articulating experiences based on personal memories, photographic records, conversations with family, friends, students, and professional colleagues. The results show that video games acted as formative potentiators by promoting resilience, cooperation, creativity, and critical reflection, in addition to reconfiguring his pedagogical practice by integrating playful and technological elements. The thesis uses the metaphor of the game as life, in which avatars (player, teacher, researcher, father) intertwine, and perceives the classroom as a multiplayer environment, where education based on affect enhances engagement and collective learning. It concludes that video games are powerful because they are fun, and as cultural artifacts, they are potent for problematizing power relations, promoting empathy, and resignifying teacher education. The research reinforces the need for the critical integration of technologies and playfulness, exalting autobiographical narratives as ways to understand the formative paths of teachers