Faz Game: o jogo digital como ferramenta incentivadora da leitura e da escrita na sala de aula
Ano de defesa: | 2021 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal de Santa Maria
Centro de Educação |
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Tecnologias Educacionais em Rede
|
Departamento: |
Educação
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://repositorio.ufsm.br/handle/1/23427 |
Resumo: | This research aimed to develop a digital game to encourage and promote the construction of knowledge, in the classroom, about the process of teaching and learning reading and writing. In this sense, it was proposed, during the Portuguese language classes, the application of the serious game, created on the Faz Game digital platform. The game had six phases: the first aimed at building knowledge about reading and writing; the second phase addressed the explanation of the textual genre short story; in the third phase, the character of the story was built; in the fourth phase, the scenario of the story was built; in the fifth phase, the first writing of the text was carried out; and, finally, in the sixth phase, the text was rewritten, based on the feedback signaled by the teacher. To support the practice, we used the studies by Fontana and Fialho (2011) on technologies in language teaching; Koch and Elias (2014, 2016) on the conceptions of reading and writing; Alves (2012) and Meira (2019) on digital games; from Vygotsky (2002) on the concept of mediation; by Engeström (2009) on Activity Theory; and Thiollent (2011) on the methodology used in this research. Thus, in this work, we sought, at all times, to mobilize the construction of learning, based on the game created, also emphasizing the importance of the role and mediation that the teacher performs in the classroom, since the game alone cannot handle learning if there is no teacher input. From the results obtained, it is possible to verify that the application of the game was fundamental for the gaps, identified as problematic in this research, to be remedied. In this way, 6th grade students managed not only to understand the importance of reading, but also to develop writing in a cohesive and coherent way. Thus, even though the tool used to create the game has some limitations, which were scored by the students during the assessment, the results achieved are positive, as well as the use of the tool for game development. |
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2021-12-28T13:56:48Z2021-12-28T13:56:48Z2021-11-09http://repositorio.ufsm.br/handle/1/23427This research aimed to develop a digital game to encourage and promote the construction of knowledge, in the classroom, about the process of teaching and learning reading and writing. In this sense, it was proposed, during the Portuguese language classes, the application of the serious game, created on the Faz Game digital platform. The game had six phases: the first aimed at building knowledge about reading and writing; the second phase addressed the explanation of the textual genre short story; in the third phase, the character of the story was built; in the fourth phase, the scenario of the story was built; in the fifth phase, the first writing of the text was carried out; and, finally, in the sixth phase, the text was rewritten, based on the feedback signaled by the teacher. To support the practice, we used the studies by Fontana and Fialho (2011) on technologies in language teaching; Koch and Elias (2014, 2016) on the conceptions of reading and writing; Alves (2012) and Meira (2019) on digital games; from Vygotsky (2002) on the concept of mediation; by Engeström (2009) on Activity Theory; and Thiollent (2011) on the methodology used in this research. Thus, in this work, we sought, at all times, to mobilize the construction of learning, based on the game created, also emphasizing the importance of the role and mediation that the teacher performs in the classroom, since the game alone cannot handle learning if there is no teacher input. From the results obtained, it is possible to verify that the application of the game was fundamental for the gaps, identified as problematic in this research, to be remedied. In this way, 6th grade students managed not only to understand the importance of reading, but also to develop writing in a cohesive and coherent way. Thus, even though the tool used to create the game has some limitations, which were scored by the students during the assessment, the results achieved are positive, as well as the use of the tool for game development.Esta pesquisa teve como objetivo apresentar e analisar o desenvolvimento de um jogo digital, para incentivar e potencializar o ensino da leitura e da escrita, em sala de aula, durante as aulas de Língua Portuguesa. Nesse sentido, foi proposta, durante as aulas de Língua Portuguesa, a aplicação do jogo sério, criado na plataforma digital Faz Game. O jogo apresentou seis fases: a primeira voltada para a construção de conhecimentos sobre leitura e escrita; a segunda fase abordou a explicação do gênero textual conto; na terceira fase, foi construído o personagem da história; na quarta fase, foi construído o cenário da história; na quinta fase, foi realizada a primeira escrita do texto; e, por fim, na sexta fase, foi realizada a reescrita do texto, a partir do feedback sinalizado pela professora. Para fundamentar a prática, recorreu-se aos estudos de Fontana e Fialho (2011) sobre tecnologias no ensino de línguas; de Koch e Elias (2014, 2016) sobre as concepções de leitura e escrita; de Alves (2012) e Meira (2019) sobre jogos digitais; de Vygotsky (2002) sobre o conceito de mediação; de Engeström (2009) sobre a Teoria da Atividade. A metodologia deste trabalho trata-se de uma pesquisa de abordagem qualitativa com coleta de dados quantitativos, pesquisa-ação e DBR. Assim, neste trabalho, buscou-se, a todo o momento, mobilizar a construção da aprendizagem, a partir do jogo criado, ressaltando, também, a importância do papel e da mediação que o professor realiza em sala de aula, uma vez que o jogo sozinho não consegue dar conta da aprendizagem se não houver a inserção do professor. A partir dos resultados obtidos, é possível constatar que a aplicação do jogo foi fundamental para que as lacunas, identificadas como problemáticas desta pesquisa, fossem sanadas. Dessa forma, os estudantes do 6.º ano conseguiram não apenas compreender a importância da leitura, como também desenvolver a escrita de forma coesa e coerente. Desse modo, ainda que a ferramenta utilizada para a criação do jogo apresenta algumas limitações, as quais foram pontuadas pelos alunos durante a avaliação, são positivos os resultados alcançados, bem como a utilização da ferramenta para desenvolvimento de jogos.porUniversidade Federal de Santa MariaCentro de EducaçãoPrograma de Pós-Graduação em Tecnologias Educacionais em RedeUFSMBrasilEducaçãoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessJogo digitalLeituraEscritaDigital gamesReadingWritingCNPQ::CIENCIAS HUMANAS::EDUCACAOFaz Game: o jogo digital como ferramenta incentivadora da leitura e da escrita na sala de aulaFaz Game: the digital game as an encouraging tool for reading and writing in the classroominfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisFontana, Marcus Vinícius Liessemhttp://lattes.cnpq.br/0148962230603842Cordenonsi, André ZankiCosta, Alan Ricardohttp://lattes.cnpq.br/6388327140210777Gonçalves, Andriele Bairros7008000000066006006006006003a0376ac-321a-4faa-a78c-e13378189e18f4b6e576-799c-4edf-bea6-cf1404912b8ac3db9226-c2e3-40d5-9cb3-56cc7163661b2e1c3280-593a-48d3-9e3e-c4282bb2e60ereponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALDIS_PPGTER_2021_GONCALVES_ANDRIELE.pdfDIS_PPGTER_2021_GONCALVES_ANDRIELE.pdfDissertaçãoapplication/pdf3672710http://repositorio.ufsm.br/bitstream/1/23427/1/DIS_PPGTER_2021_GONCALVES_ANDRIELE.pdf7f197af39beabd4d8d178fb7e1430b6bMD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
Faz Game: o jogo digital como ferramenta incentivadora da leitura e da escrita na sala de aula |
dc.title.alternative.eng.fl_str_mv |
Faz Game: the digital game as an encouraging tool for reading and writing in the classroom |
title |
Faz Game: o jogo digital como ferramenta incentivadora da leitura e da escrita na sala de aula |
spellingShingle |
Faz Game: o jogo digital como ferramenta incentivadora da leitura e da escrita na sala de aula Gonçalves, Andriele Bairros Jogo digital Leitura Escrita Digital games Reading Writing CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Faz Game: o jogo digital como ferramenta incentivadora da leitura e da escrita na sala de aula |
title_full |
Faz Game: o jogo digital como ferramenta incentivadora da leitura e da escrita na sala de aula |
title_fullStr |
Faz Game: o jogo digital como ferramenta incentivadora da leitura e da escrita na sala de aula |
title_full_unstemmed |
Faz Game: o jogo digital como ferramenta incentivadora da leitura e da escrita na sala de aula |
title_sort |
Faz Game: o jogo digital como ferramenta incentivadora da leitura e da escrita na sala de aula |
author |
Gonçalves, Andriele Bairros |
author_facet |
Gonçalves, Andriele Bairros |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Fontana, Marcus Vinícius Liessem |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/0148962230603842 |
dc.contributor.referee1.fl_str_mv |
Cordenonsi, André Zanki |
dc.contributor.referee2.fl_str_mv |
Costa, Alan Ricardo |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/6388327140210777 |
dc.contributor.author.fl_str_mv |
Gonçalves, Andriele Bairros |
contributor_str_mv |
Fontana, Marcus Vinícius Liessem Cordenonsi, André Zanki Costa, Alan Ricardo |
dc.subject.por.fl_str_mv |
Jogo digital Leitura Escrita |
topic |
Jogo digital Leitura Escrita Digital games Reading Writing CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Digital games Reading Writing |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This research aimed to develop a digital game to encourage and promote the construction of knowledge, in the classroom, about the process of teaching and learning reading and writing. In this sense, it was proposed, during the Portuguese language classes, the application of the serious game, created on the Faz Game digital platform. The game had six phases: the first aimed at building knowledge about reading and writing; the second phase addressed the explanation of the textual genre short story; in the third phase, the character of the story was built; in the fourth phase, the scenario of the story was built; in the fifth phase, the first writing of the text was carried out; and, finally, in the sixth phase, the text was rewritten, based on the feedback signaled by the teacher. To support the practice, we used the studies by Fontana and Fialho (2011) on technologies in language teaching; Koch and Elias (2014, 2016) on the conceptions of reading and writing; Alves (2012) and Meira (2019) on digital games; from Vygotsky (2002) on the concept of mediation; by Engeström (2009) on Activity Theory; and Thiollent (2011) on the methodology used in this research. Thus, in this work, we sought, at all times, to mobilize the construction of learning, based on the game created, also emphasizing the importance of the role and mediation that the teacher performs in the classroom, since the game alone cannot handle learning if there is no teacher input. From the results obtained, it is possible to verify that the application of the game was fundamental for the gaps, identified as problematic in this research, to be remedied. In this way, 6th grade students managed not only to understand the importance of reading, but also to develop writing in a cohesive and coherent way. Thus, even though the tool used to create the game has some limitations, which were scored by the students during the assessment, the results achieved are positive, as well as the use of the tool for game development. |
publishDate |
2021 |
dc.date.accessioned.fl_str_mv |
2021-12-28T13:56:48Z |
dc.date.available.fl_str_mv |
2021-12-28T13:56:48Z |
dc.date.issued.fl_str_mv |
2021-11-09 |
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info:eu-repo/semantics/publishedVersion |
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http://repositorio.ufsm.br/handle/1/23427 |
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700800000006 |
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Universidade Federal de Santa Maria Centro de Educação |
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UFSM |
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Brasil |
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Universidade Federal de Santa Maria Centro de Educação |
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