Gamificação: contribuições para o desenvolvimento de habilidade de leitura

Abstract

This research aims to analyze the contributions of gamification in the development of reading ability. Based on the difficulties diagnosed in two classes of 9th grade elementary school students from a state school in Montes Claros / MG, as well as elaborate a proposal of intervention using elements of gamification for the development of reading of texts of the genres Tale and chronic. The rationale for this research is that students have difficulties in critically understanding the content of the texts they read and it is the role of the school, especially in Portuguese language classes, to try to overcome or at least minimize the identified difficulties. Methodologically, we opted for a qualitative research, which will consist of the study and collection of information regarding reading and interpretation of texts using elements of gamification. The dialectic relation between research and action is strongly present in this work, since its first objective is the transformation of reality. This research is based on the presuppositions of the action research of (THIOLLENT, 1995). The analysis that is proposed uses the assumptions of Solé (2009), Koch (2010) and Kleiman (1995), on the process of reading in a socio-interactionist vision. Also in Martins (1996), on the stages of the reading process. In the contributions of Silva (2014), on critical reading and reading formation; In the notes of Novais (2008) on digital culture; And those of Kapp (2012) and Zichermann (2011) on gamification. In order to prepare the Intervention Educational Proposal, the action plan is anchored in the guidelines established by the National Curricular Parameters (1998) and the Common Basic Content (2015), as well as in the reference frameworks of the National System for the Evaluation of Basic Education ( 2013, 2014). The results of this investigative process show that in the intervention period, students gradually began to prioritize not only verbal elements during reading, but also began to consider the other elements that make up the text, thus making the attribution process More detailed, judicious and more dynamic. In this sense, we emphasize that the work with gamification has shown a way to make students readers more motivated, interacted and critical.