Alfabetização baseada em evidências com uso do jogo digital Graphogame Brasil nos anos iniciais do ensino fundamental

Abstract

Brazil finds itself in an uncomfortable situation in relation to educational literacy results. Over the past three years, the pandemic has made it even more difficult to overcome reading and writing challenges. To seek improvements in the quality of literacy learning, teachers, researchers and governments have joined forces in search of public policies based on scientific evidence from successful experiences in other countries. In this sense, digital technologies have been discussed as a possible solution to contribute to improving the current scenario of low learning rates. In the field of technology, active methodologies have stood out as relevant practices to address this problem. One of these methodologies is learning based on digital games, which presents innovative elements capable of offering different situations of conscious and systematic learning. However, although digital games are already considered innovative tools, there is still a certain lack of application of validated and reliable instruments that demonstrate evidence of student learning in Brazilian research, which is a concern for the consolidation of learning based on digital games . Therefore, this research seeks to help fill this gap and investigate how digital games are contributing to the literacy process of students in the early years of Elementary School. The main objective of this study is to seek scientific evidence based on the application of the game GraphoGame Brasil for the literacy of children in the early years of Elementary School, using the evaluation system present in the game's own environment as an aid. To achieve this, we have the following specific objectives: I) carry out a systematic literature review to identify the main research on literacy learning based on digital games in the last five years; II) carry out an analysis of the GraphoGame Brasil Game to understand its functionalities; III) build methodological strategies for the development of reading and writing using the digital game GraphoGame Brasil; IV) application of the digital game GraphoGame, which has an evaluation system with feedback on learning results, in the game's own environment; and V) analyze the learning results obtained using the GraphoGame game, in order to obtain scientific evidence that demonstrates its effectiveness in developing literacy. The research was carried out with 90 students from the 1st and 2nd years of Elementary School - initial years, from Escola Municipal João Gomes de Torres, located in the city of Canguaretama/RN. To study the reliability of the proposal, the students were organized into two groups, identified as: Experiment Group, with 69 students, and Control Group, with 21 students. The methodology adopted presents nuances of action research, considered social research with an empirical basis, which involves the relationship with an action or resolution of a collective problem. Therefore, the pedagogical intervention proposal elaborated in the study allowed us to understand, based on the evaluation model used in the game's own environment, that literacy learning results using digital games can provide significant benefits when compared to traditional teaching methodologies.