Alfabetização baseada em evidências com uso do jogo digital Graphogame Brasil nos anos iniciais do ensino fundamental
Brazil finds itself in an uncomfortable situation in relation to educational literacy results. Over the past three years, the pandemic has made it even more difficult to overcome reading and writing challenges. To seek improvements in the quality of literacy learning, teachers, researchers and go...
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| Formato: | Dissertação |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
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| Acesso em linha: | https://repositorio.ufrn.br/handle/123456789/55714 |
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| Resumo: | Brazil finds itself in an uncomfortable situation in relation to educational literacy results. Over
the past three years, the pandemic has made it even more difficult to overcome reading and
writing challenges. To seek improvements in the quality of literacy learning, teachers,
researchers and governments have joined forces in search of public policies based on scientific
evidence from successful experiences in other countries. In this sense, digital technologies have
been discussed as a possible solution to contribute to improving the current scenario of low
learning rates. In the field of technology, active methodologies have stood out as relevant
practices to address this problem. One of these methodologies is learning based on digital
games, which presents innovative elements capable of offering different situations of conscious
and systematic learning. However, although digital games are already considered innovative
tools, there is still a certain lack of application of validated and reliable instruments that
demonstrate evidence of student learning in Brazilian research, which is a concern for the
consolidation of learning based on digital games . Therefore, this research seeks to help fill this
gap and investigate how digital games are contributing to the literacy process of students in the
early years of Elementary School. The main objective of this study is to seek scientific evidence
based on the application of the game GraphoGame Brasil for the literacy of children in the early
years of Elementary School, using the evaluation system present in the game's own environment
as an aid. To achieve this, we have the following specific objectives: I) carry out a systematic
literature review to identify the main research on literacy learning based on digital games in the
last five years; II) carry out an analysis of the GraphoGame Brasil Game to understand its
functionalities; III) build methodological strategies for the development of reading and writing
using the digital game GraphoGame Brasil; IV) application of the digital game GraphoGame,
which has an evaluation system with feedback on learning results, in the game's own
environment; and V) analyze the learning results obtained using the GraphoGame game, in
order to obtain scientific evidence that demonstrates its effectiveness in developing literacy.
The research was carried out with 90 students from the 1st and 2nd years of Elementary School
- initial years, from Escola Municipal João Gomes de Torres, located in the city of
Canguaretama/RN. To study the reliability of the proposal, the students were organized into
two groups, identified as: Experiment Group, with 69 students, and Control Group, with 21
students. The methodology adopted presents nuances of action research, considered social
research with an empirical basis, which involves the relationship with an action or resolution of
a collective problem. Therefore, the pedagogical intervention proposal elaborated in the study
allowed us to understand, based on the evaluation model used in the game's own environment,
that literacy learning results using digital games can provide significant benefits when
compared to traditional teaching methodologies. |
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