O jogo moderno “Dixit” como ferramenta multimodal pedagógica no ensino e prática da escrita criativa nos anos iniciais do Ensino Fundamental II

Abstract

This study investigates the potential of the Dixit game as a pedagogical resource for developing creative writing in 6th to 9th-grade students, bridging playfulness and methodological rigor. Based on challenges exacerbated by the pandemic — such as student disengagement and gaps in textual skills — the research analyzes how the game, mediated by the teacher, can stimulate narrative synthesis, multimodality, and social interaction, grounded in Vygotsky (2007), Huizinga (2014), and Kleiman (2007). The qualitative methodology included a bibliographic review on ludopedagogy and multiliteracies, analysis of the BNCC (Brazilian National Curriculum), and the development of an applicable lesson plan structured in three stages: game introduction, oral production, and transposition to writing. Results indicate that Dixit's dynamics (creating clues from ambiguous images) foster cognitive processes such as internalization of linguistic structures and adaptation to emerging genres (MARCUSCHI, 2004), while aligning with the BNCC by promoting creative authorship and empathy. The conclusion emphasizes that the game, when integrated into intentional planning, transcends mere playfulness, becoming an effective strategy to motivate students and meet curricular demands, without neglecting teacher mediation, essential for transforming the activity into meaningful learning.