Jogos digitais no processo de alfabetização e letramento: uma proposta formativa para professores de 1º ao 3º ano do ensino fundamental

Abstract

The research focuses on training proposal for of teachers in the literacy process in the early years of elementary school, for the use of digital games in the literacy and literacy process, organized as a university extension course for literacy teachers Municipal School Prof. Reginaldo Ferreira Neto, located in the city of Natal-RN. The educational digital games used are characterized by being free and analyzed using an evaluative instrument adapted from Vilarinho and Leite (2015). The research is qualitative in nature and based on aspects of Thiollent's (1986) action-research. Its theoretical basis was supported by authors such as Soares (2009), Mortatti (2006); Ferreiro and Teberosky (1989), Cruz and Ramos (2018), Kapp and Boller (2018); Arruda (2011); Huizinga (2000), and also in the principles of Paulo Freire (1996) and Imbernón (2011). The study concentrates on the construction of pedagogical strategies that make use of digital games in the literacy process as an innovative practice for teaching reading and writing. To this end, the research brings didactic sequences, built by the group of teachers participating in the education, containing strategies for the use of these educational digital games in the literacy cycle of the 1st, 2nd and 3rd year of Elementary School. It is concluded that the experience of implementing the training brought positive results, as it provided not only the improvement of knowledge about games and the development of digital skills to improve teaching, but also the creation of spaces for dialogue and exchange of experiences. on educational practices in the face of this scenario of educational transformations and challenges, will also serve as a model for other researchers who want to use digital games in the educational process.