A Gamificação no processo de ensino-aprendizagem de libras com L1: vivências no campo de estágio

Abstract

Games permeate our entire lives, from the first months to adulthood. Contact with the ludic opens the doors of imagination and favors cognitive development and learning. For this reason, several methodologies have been proposed using game resources for language teaching. In this direction, this work aims to discuss how Gamification can contribute to the teaching-learning process of Libras for the deaf person (L1), considering that Libras is a visual-gestural language, articulating theories of authors who discuss the teaching-learning process Quadros (2019), Gesser (2012), Albres (2016), Strobel (2019) and active methodologies for language teaching based on the authors Burke (2015) and Quast (2020). We problematize the importance of using games as a teaching strategy, emphasizing how playful activities awaken students interest and learning. Methodologically, the work is a participatory research based on our experiences in the field of internship with two deaf people in a certain School of the State Public Network of Maceió. The results indicate that the current scenario of teaching Libras is still marked by traditional teaching practices and that the use of Gamification in the teaching-learning process contributes significantly to language learning.