Aranha, Eduardo Henrique da SilvaFernandes, Kleber Tavares2021-03-172021-03-172021-01-22FERNANDES, Kleber Tavares. Game criativo: desenvolvendo habilidades de pensamento computacional, leitura e escrita através da criação de jogos. 2021. 325f. Tese (Doutorado em Ciência da Computação) - Centro de Ciências Exatas e da Terra, Universidade Federal do Rio Grande do Norte, Natal, 2021.https://repositorio.ufrn.br/handle/123456789/31918The initiatives that promote the development of computational thinking in basic education are still insufficient. Historically, the results of evaluations in this same segment have shown deficiencies in the learning of mathematics and the Portuguese language. There are researches that present technological solutions that prioritize solving math problems. However, when it comes to textual production (Portuguese language), few are presented. One of the strategies that can contribute to the development of computational thinking and the ability to produce texts is the use of digital games. These are increasingly part of our daily lives and are also considered as teaching and learning tools. However, its production and documentation is a very complex task that requires programming skills and knowledge from various areas. This has hampered the development of digital games in the classroom. An approach to creating games from natural language, in which the fundamentals of computing are learned in a playful way, shows itself as an alternative for adopting gamebased learning. In this context, this work presents an approach that proposes the specification and creation of digital games from texts produced by students, favoring the development of computational thinking, reading and writing skills in the classroom. It uses the hypothetical deductive method, being characterized as applied in nature. It is also classified as explanatory, since it proposes an approach for specifying and creating digital games examining its applicability, effectiveness and main benefits. The evaluation of the approach was carried out through a case study with students from the 5th year of elementary school who, due to the COVID-19 Pandemic period, tried the approach through remote teaching. The results from the studies show that the proposed approach is applicable to its context in person, remote or hybrid. They point to an improvement in the development of computational thinking skills, as well as motivating textual production, promoting students' reading and writing skills.Acesso AbertoPensamento computacionalLeitura e escritaProdução textualEducação básicaComputação desplugadaGame designJogos digitaisdoctoralThesis