Jogos digitais no ciclo de alfabetização: um caminho no processo de alfabetizar letrando
This research was based on strategies proposition for the use of digital games. First the skills that we wanted to develop were defined supported by learning right of the literacy Cycle de defined by the Right Age National Agreement (2013), after that, it was analised through specific instrument...
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| Formato: | Dissertação |
| Idioma: | pt_BR |
| Publicado em: |
Brasil
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/28457 |
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| Resumo: | This research was based on strategies proposition for the use of digital games. First the skills
that we wanted to develop were defined supported by learning right of the literacy Cycle de
defined by the Right Age National Agreement (2013), after that, it was analised through
specific instrument elaborated through Vilarinho and Leite (2015), digital games free
available on the market that could be used on the research context. That methodoly came
from Research-Action, like Thiollent (1986) pattern. The research teacher and his class from
the literacy Cycle (2º ano) were involved as participants, on Fabrício Maranhão State School
on Peddro Velho in Rio Grande do Norte. The study was supported by the presume theory
of Soares (2002), Ferreiro e Teberosky (1989), Solé (1998), Coll (2006), Petry (2014) e
Alves (2016) inspired by Piaget’s theories (1971) and Vygotsky (2005). From datas and
experience on the research achievement, it was possible to build strategies for the use of
digital games, for making viable writing and reading on literacy context, in spite of
difficulties on the public school, it was possible to include the students in an active way for
building their learning, like this overcoming the difficulties and solving reading and writing
problems from the digital games, challenging the students development as the teacher
practice transformation. |
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