Jogos digitais no ciclo de alfabetização: um caminho no processo de alfabetizar letrando

Abstract

This research was based on strategies proposition for the use of digital games. First the skills that we wanted to develop were defined supported by learning right of the literacy Cycle de defined by the Right Age National Agreement (2013), after that, it was analised through specific instrument elaborated through Vilarinho and Leite (2015), digital games free available on the market that could be used on the research context. That methodoly came from Research-Action, like Thiollent (1986) pattern. The research teacher and his class from the literacy Cycle (2º ano) were involved as participants, on Fabrício Maranhão State School on Peddro Velho in Rio Grande do Norte. The study was supported by the presume theory of Soares (2002), Ferreiro e Teberosky (1989), Solé (1998), Coll (2006), Petry (2014) e Alves (2016) inspired by Piaget’s theories (1971) and Vygotsky (2005). From datas and experience on the research achievement, it was possible to build strategies for the use of digital games, for making viable writing and reading on literacy context, in spite of difficulties on the public school, it was possible to include the students in an active way for building their learning, like this overcoming the difficulties and solving reading and writing problems from the digital games, challenging the students development as the teacher practice transformation.