Letramento digital e metacognição na perspectiva de aprendizagem com jogos digitais

Abstract

The advancement of digital technologies has transformed the way people learn and interact, making Digital Literacy a necessary skill in contemporary society. In this context, digital games emerge as cultural artifacts that can transform the educational environment, as they promote engagement, active learning, and the development of cognitive and metacognitive skills. This research aimed to analyze how 4th-semester students of the Pedagogy degree course at Uneal Campus III incorporate the use of digital games into their training and whether they perceive benefits in the development of Digital Literacy and metacognition. The guiding question was: in what way can the inclusion of educational activities that promote the incorporation of digital games contribute to the Digital Literacy and metacognition of 4th- semester Pedagogy students? The specific objectives included: a) investigating how digital games can be integrated into the Digital Literacy process; b) analyzing how digital games promote the development of metacognition; and c) explore the perceptions of 4th-year Pedagogy students about the contribution of digital games to teaching and learning. The research, which used a qualitative approach, was conducted with 31 students. Data collection was carried out through semi-structured written interviews, analyzed with the Iramuteq software, using techniques such as Descending Hierarchical Classification (DHC), Correspondence Factor Analysis (CFA) and Similarity Analysis. The results revealed that, for most of the interviewees, digital games really have the potential to enrich the teaching and learning process. They can contribute to the development of cognitive and metacognitive skills, by involving students in activities that stimulate critical thinking, problem-solving, and the conscious use of digital technologies, all fundamental aspects of Digital Literacy. However, considerations also emerged from the participants about the appropriate conditions for this implementation, such as the need for adequate training of educators and the balance between the use of technologies and other pedagogical strategies. This research contributes to studies on the use of digital games in Education, with an emphasis on Digital Literacy and metacognitive development. The data obtained reinforce the role of digital games as pedagogical artifacts, capable of promoting engagement, critical thinking and problem solving. Thus, it highlights the importance of training educators to integrate these artifacts in a strategic way and in line with contemporary educational demands.