Alfabetização em tempos tecnológicos: a influência dos jogos digitais e não digitais e das atividades digitais na rotina da sala de aula

Abstract

This study examines the influence of digital games, non-digital games and digital activities in the classroom routine. It aims to answer the following questions: Do games, especially digital ones, have a positive influence on the literacy process? Are games on paper more effective than digital ones? Digital games, when available, could be considered a reproduction of printed games?. Considering these aspects, the overall aim of this study is to verify what the influence of games is, especially digital ones, on childrens literacy process and the specific objectives of the study are to identify what games are used in the classroom context; identify what digital games and non-digital games are utilized in the classroom and identify what kind of interaction digital games generate between the students. Moreover, it is not possible within the scope of this study to identify all the skills digital games can develop in the student. In order to address all goals, the theoretical framework is modeled on the concepts of literacy and games. The concept of literacy is based on authors such as: (Soares, 2004:2006), Kleiman (2006; 2009), Faraco (2000), Curto (2000), Cafiero (2010), Coscarelli e Novais (2010), and Street (2000), Soares (2004; 2006) and Rojo (2009). The concept of games in Gee (2004) in Ribeiro and Coscarelli (2009) and the concept of activity in Moreira (2011) e Mesquita (2010). The methodology of the study is qualitative, more specifically, that of a case study. Data collection takes place in a public school in the city of Contagem. The instruments used in data collection were interview, observation and questionnaire.The results indicate that the number of digital games is small, even if part of class routine and that the decision of using those games depends on teachers experience and on the importance given to them by the teacher, since digital games are not included in the school Pedagogical Political Project. On the other hand, the study shows that children like games, that they usually take part in game situations with other people, and that they do not understand (realize) these situations only as playing games; the pleasure of playing is linked to various learning situations, including those related to reading and writing. So, digital games that are not only a reproduction of games on paper, may contribute to childrens development of skills related to reading and writing, when they are systematically worked and with prior planning.