A gamificação na perspectiva dos multiletramentos desenvolvida nos anos iniciais do ensino fundamental

Abstract

The digital culture causes changes related to the way people interact with each other and communicate through the integration of semiosis and hypertext, present in the multiple discourses that circulate through cyberspace. Thus, causing changes in the linear structure of reading, in the ways of reading and creating a text and in the relationship between the different languages that configure it. This scenario reflects on the school institution and they conceive new literacy practices centered on hypermedia and digital artifacts. In this context, new challenges are launched to education in the search for strategies that meet the construction of skills that the school has to develop, taking into account the challenges of cyberspace, in order to bring the school universe closer to the universe of children inserted in culture digital that interact with technological artifacts daily, among these artifacts: games. Considering this scenario, how does gamification, in the perspective of multi-tools, change the learning processes related to literacy and literacy? To this end, the general objective of this study was to analyze how the development of gamification in the perspective of multi-courses, as a learning strategy in the Early Years of Elementary Education, contributes to the development of literacy and literacy. To this end, gamification strategies were developed in a class of the second year of elementary school in Portuguese language classes, in the second quarter of 2019, with a total of 11 participating subjects, in a private school in Maceió-Alagoas. Considering that studies about gamification in education, its structure and contributions to educational processes can not only contribute to the perception of the results of its development in the school space, but also to subsidize actions and questions from teachers in the basic education network. teaching about the role of the school in a society permeated by digital technologies. For this, the research methodology used in the investigation has a qualitative approach and is characterized as exploratory-descriptive, it is configured as a Pedagogical Intervention research and involved the following instruments and techniques as data collection: analysis of the teacher's lesson plan in order to identify the categories of analysis, diagnostic observation of the Portuguese language class, direct pedagogical intervention through pedagogical intervention - gamification strategy, documented records via annotations and video recording, configuring the field diary and analysis carried out according to confrontation with the theoretical framework presented. Furthermore, the categories of analysis were reading and writing, immersion and multi-learning strategies: experiencing, conceptualizing, analyzing and applying. The results found in the research indicate that gamification in the perspective of multi-courses involves students in an active learning environment, marked by intrinsic motivation and considering aspects of digital culture. As well as, gamification can contribute to the development of reading and writing by transforming educational activities into challenges, involving students in a narrative that supports their actions, in the same way, by stimulating research, curiosity and cognitive skills such as prediction, reasoning, anticipation and reflection on readings and writing.