O uso do jogo digital Jardim das Letras como estratégia de alfabetização na disciplina de Língua Portuguesa nos 2° anos do Ensino Fundamental I

Abstract

This work aims to analyze the contributions of digital games to the teaching of reading and writing in second-grade elementary school classes. The research is bibliographic in nature with a qualitative approach, based on recent studies developed by scholars such as Kleiman (2012), Soares (2012, 2022 and 2023), Mortatti (2004), Rojo (2012), Costa & Souza (2018) who discuss the relationship between technology, playfulness, and learning. The appreciation of the authors' concepts allows us to understand that digital games, when integrated with active methodologies, favor motivation, autonomy, and the development of students' language skills, expand opportunities, and contribute to the development of literacy. The dissertation is structured in six chapters. We begin with the contextualization of the topic, the general and specific objectives, the justification, and the guiding research question. The second chapter discusses the teaching of Portuguese in elementary school, the theoretical foundations of literacy and literacy, traditional methodologies for teaching reading and writing, and the impacts of the pandemic on the literacy process. The chapter highlights authors such as Kleiman (2012), Soares (2021, 2022, 2023), Mortatti (2004), Rojo (2012), Cosson (2020), and the New London Group (2000). The third chapter addresses the concepts and theoretical foundations of digital games, highlighting their benefits and challenges in the educational context, based on authors such as Gee (2009), Collins and Halverson (2010), Mattar (2010), Kishimoto (2011), and Nassar (2011). The fourth chapter presents the digital game Jardim das Letras as a teaching resource for developing reading and writing skills in the early years. It presents the findings obtained through a review of four main studies: Costa & Souza (2018), Oliveira & Andrade (2019), Lima & Freitas (2020), and Teixeira & Ramos (2021). These studies demonstrate the positive impact of digital games on the development of phonological awareness, reading fluency, and student motivation, provided they are integrated with pedagogical intentionality and adequate teacher mediation. in the fifth chapter, we describe the methodological aspects of the research, including the qualitative approach and the construction of a structured didactic sequence based on the principles of Vygotsky (2001), Dolz (2004), Schneuwly (2022) and Zabala (2015), aligned with the competencies of the BNCC (Brazil, 2018). The sixth chapter concludes with final considerations, contributions, the production of the pedagogical workshop notebook, the study's limitations, and suggestions for future research. We reiterate that digital games, when used in a planned and contextualized manner, can significantly contribute to meaningful, interactive, and inclusive literacy. However, continued investment in teacher training and technological infrastructure in public schools is necessary.