Os jogos digitais na alfabetização nos anos iniciais do ensino fundamental: uma revisão integrativa

• Ano de defesa: 2024
• Autor(a) principal: Nascimento, Lucilélia Lemes de Castro Silva
• Orientador(a): Freitas, Raquel Aparecida Marra da Madeira
• Banca de defesa: Vaz, Duelci Aparecido de Freitas , Zanatta, Beatriz Aparecida , Polleto, Lizandro , Vasconcelos, Maria Luiza Gomes
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de Goiás
• Programa de Pós-Graduação: Programa de Pós-Graduação STRICTO SENSU em Educação
• Departamento: Escola de Formação de Professores e Humanidades
• País: Brasil
• Palavras-chave em Português: Alfabetização; Jogos digitais; Anos iniciais; Tecnologias digitais na educação
• Palavras-chave em Inglês: Literacy; Digital games; Early years; Digital technologies in education
• Área do conhecimento CNPq: Ciências Humanas; Educação
• Link de acesso: http://tede2.pucgoias.edu.br:8080/handle/tede/5182

Literacy is a crucial milestone in human development, as it enables access to knowledge, communication, and active participation in society. Teaching that fosters optimal learning of reading and writing while aligning with contemporary realities poses a significant challenge, particularly regarding the integration of digital technologies. Grounded in the historical-cultural theory and its premise of cultural mediation of knowledge through tools and symbols, this study explores the use of digital games in literacy education during the early years of elementary school. In contemporary times, digital games are a cultural tool increasingly utilized in the literacy process. Therefore, the focus of this research was to examine how this topic is treated in scientific literature, guided by key questions: How have digital games been addressed in research focused on literacy in early elementary education? How can digital games be used to enhance children's learning in the classroom? What are the challenges associated with implementing digital games in the literacy process? The primary objective was to analyze scientific literature in the field of education to understand how digital games are being incorporated into literacy education. An integrative literature review was employed as the research method, aiming to develop a comprehensive understanding of studies on the topic and to provide analytical answers to the raised questions. Searches were conducted for theses, dissertations, and articles from the CAPES Periodicals Portal and the Brazilian Digital Library of Theses and Dissertations (BDTD), covering the period from 2012 to 2023. After applying inclusion and exclusion criteria, the research corpus comprised 25 articles, 1 thesis, and 29 dissertations. The results indicate that the analyzed literature highlights significant benefits of using digital games for literacy in early elementary education, such as increased student engagement, higher motivation, the creation of a playful and interactive learning environment, and the development of reading and writing skills. However, challenges related to the use of digital games in literacy were also noted, including inadequate school infrastructure and the lack of integration of digital technologies into pedagogical practices due to insufficient teacher training. The conclusion emphasizes that, within Vygotsky's historical-cultural theory, social interaction mediated by semiotic and technical tools plays a crucial role in children's cognitive development. This theory allows for an understanding of digital games not merely as technological tools but as human activities that play a central role in children's development by promoting the internalization of knowledge, social norms, and cultural values, as well as fostering language development and imagination. From this perspective, digital games are cultural and technological mediators that provide interaction, participation, playfulness, and imagination. Therefore, they should be integrated into well-organized teaching strategies to support the learning of reading and writing during early literacy. However, the scientific literature analyzed in this study does not demonstrate a comprehensive adoption of this understanding, limiting itself to pointing out benefits and structural challenges related to the use of digital games in literacy education