POKÉMON DIAMOND, PEARL AND PLATINUM AS PEDAGOGICAL MEDIATION IN VOCATIONAL EDUCATION

A FREIREAN AND OMNILATERAL READING

Abstract

This article analyzes Pokémon Diamond, Pokémon Pearl, and Pokémon Platinum as possible pedagogical mediations in vocational education from a Freirean perspective and the horizon of omnilateral formation. The aim is to identify to what extent the mechanics, dynamics, systems, and narrative elements of these games may contribute to teaching practices oriented toward autonomy, problem-posing education, and a critical reading of technology. Methodologically, this is a qualitative, exploratory, and descriptive study based on bibliographic review and documentary analysis of official sources and specialized descriptive materials about the games. The results indicate that the corpus mobilizes planning, decision-making, rule reading, resource management, spatial interpretation, cooperation, performance, and reflection on consequences, making it compatible with pedagogical proposals aimed at integral formation. It is concluded that, although the games do not produce automatic educational effects, their didactic appropriation may support innovative practices aligned with vocational and technological education, provided that they are mediated by pedagogical intentionality, teacher training, and curricular articulation.