Desenvolvimento de estratégias cognitivas com games no ensino de inglês

Abstract

The literature indicates that the use of games allows positive results in learning, as they allow students to approach the classroom, since using in class a resource that they already use at other times, may promote interest in participating. The present research deals with a study that had as its general objective to analyze which cognitive learning strategies are potentiated through the games in and out of school context. For the theoretical studies were used, among others: Ramos and Cruz (2018), Pimentel (2017), Pereira and Campos (2016) and Silva (2012). To conduct this qualitative research, the approach used was the Case Study. Initially, theoretical studies were conducted on the use of games in education and cognitive strategies, after which the research locus was inserted for data collection, following all the ethical criteria of underage research. Using the field diary, questionnaire and interview, data collection was performed with adolescents who use games in formal learning activities. After data collection, by tabulating the data, coding the subjects and transcribing the interview responses, the analysis was performed by means of theoretical confrontation as well as the crossing of the data for the cartographic production. The data indicate that the learning of cognitive strategies is enhanced through games, and that learning is more about skills and abilities than formal content.