Jogos didáticos e mediação docente na aprendizagem do ensino ortográfico, junto a crianças de escola pública de João Pessoa

Abstract

This work explores the use of educational games in children's learning process related to orthographic rules, based on collaborative experiences developed in the context of a public school in João Pessoa. The study’s main objective is to analyze teacher mediation through educational games in the teaching and learning process of orthography, targeting elementary students involved in the project titled "Teaching Practices in Literacy in Public Schools and Learning Progress: Monitoring NonLiterate 3rd Grade Elementary Students." The specific objectives include identifying the educational games employed in the project through teacher mediation during the teaching-learning process and analyzing how the use of games can encourage children to reflect on improving their orthographic performance based on interventions conducted during the study. The research approach is qualitative in nature. Data were collected through document analysis and participant observation in the field. The theoretical framework for this research was drawn from the contributions of Almeida (2018), Kishimoto (2008), Morais (2022), Soares (2010), among other scholars. The results indicate that educational games serve as powerful resources for advancing orthographic learning in an enjoyable, reflective, problematizing, and playful manner. However, it was also found that the participating children need to deepen their understanding of other orthographic rules. Therefore, the conclusions of this work offer valuable insights for educators and student teachers seeking to understand and enhance their pedagogical practices in teaching the orthographic conventions of the Portuguese language and the use of games for this purpose.