Gamificação: contribuições para a produção de textos narrativos

Abstract

This research aimed to analyze the contributions of gamification in the development of narrative texts production skills. From the difficulties diagnosed in a class of 9th grade of elementary school, a public school in Montes Claros - MG, as regards the production of texts, and observing the obvious interest of the students for games, we set out to search which the contributions that the gamification could offer so we could overcome or at least minimize the difficulties identified. Although the narrative is a typology much covered in mother tongue classes, we noted that difficulties remain in relation to the structure of the text and, in addition, engage students in the proposed activities has been a constant challenge for teachers. The hypothesis put forward by this work is that gamification applied to the educational context, it is a strategy that encourages interactivity and active participation of students in classroom activities, and thus can allow to overcome difficulties related to production texts. As for the methodological procedures, it is a developed research from the action research assumptions and participatory research. With regard to its nature, this is an applied research and qualitative nature. The survey, literature and documentary research were adopted technical procedures. Data were collected through questionnaires, participant observation and implementation of the Educational Intervention Project. The theoretical framework was based mainly from the use of new digital technologies conceptions, according to Serafim and Souza (2011) and Coscarelli (2014) and digital literacy as Xavier (2005) and Ribeiro (2008). Considerations of Mattar (2010), Xavier (2013), Alves (2008) and Fardo (2013), among others, supported the consideration of new ways of learning in the digital environment and also on the use of games and gamification. As for the text of notions and text production, this work is in line with Marcuschi (2008), among others, and with the official curriculum documents. The analysis of data obtained in this research leads us to consider that the gamification applied to the teaching-learning environment, enhanced by the use of digital technologies, provides the establishment of an interactive learning environment and contributes to minimizing the difficulties for the production of texts narrative.