Gamificação de literatura no ensino de língua inglesa: uma proposta

Abstract

English language teaching advances alongside the shifting educational and societal paradigms. Among these transformations, the role of literature as a teaching strategy is still under debate. Meanwhile, the gamification of education experiences significant growth in popularity due to its proximity to the expansion of new technologies and the digital gaming industry. In this perspective, this work studies the literature and English teaching scene in Brazil, as well as the gamification strategies being used in language teaching and aims to achieve the intersection of these three areas to answer two research questions: what are the necessary characteristics for a game based on a literary work that aims to teach both linguistic and aesthetic aspects of the text? How can educators turn a literary work into a game aimed at the teaching of English? To answer these questions a general objective was proposed: to investigate the use of games or gamified activities based on literary works aimed at the teaching of English; as well as two specific objectives: (i) to propose a game based on a work of literature that teaches both linguistic and aesthetic aspect of the text; and (ii) to present a class plan that uses the game developed by this research. To develop this work an exploratory research regarding the themes studied and a bibliographic research were conducted. The discussions here presented resulted in the development of a card game based on the poems “Still I Rise” and “Caged Bird” by Maya Angelou. The game was developed through the application of the game elements and gamification strategies identified in the works of Toda et al. (2019) and Huang and Soman (2013). The results also include the presentation of a teaching sequence of three class plans that enable the development of the game in class and its following application on a group of students.