War Videogames and the Damaged Education

This article intends to explore the technological process of virtual games as a virtuous and powerful branch of the strategic and market interests in the contemporary cultural industry as well as for semiformation, focusing on the damage in the educational experience in teenagers' compulsive adeherance to war games. To build this scenario, we articulate an analyses of eulogistical discourses spread by the media about the young people's involvement with videogames, according to the theoretical concepts of the Critical Theory of Society. At the same time, these concepts seem to point out that the blind search for heroes leads us to a repetitive compulsive behavior. And because these idols do not fulfill their identification needs, they insist on this never ending quest.