Banca de DEFESA: JANAINA RASO RIBEIRO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : JANAINA RASO RIBEIRO
DATE: 29/06/2026
TIME: 09:00
LOCAL: CIVT/IMD
TITLE:

PAPIRANDO: A LUDIC PROPOSAL FOR THE INTERPRETATION AND ANALYSIS OF DISCURSIVE GENRES

KEY WORDS:

Portuguese Language Learning; Discursive Genre; Game-Based Learning; Board game; Papirando.

PAGES: 177
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Tecnologia Educacional
SUMMARY:

This study is situated within the context of low student performance in Portuguese Language, particularly regarding the interpretation and analysis of discursive genres, as evidenced by national and international assessments such as the Brazilian Basic Education Assessment System (SAEB) and the Programme for International Student Assessment (PISA). These results reveal persistent difficulties in reading comprehension and in the social use of language, especially in the final years of Basic Education. In response to this scenario, marked by the prevalence of traditional and low-engagement teaching practices, the study proposes Game-Based Learning as a methodological strategy capable of fostering more active, meaningful, and contextualized learning experiences. The main objective was to investigate how the educational board game Papirando promotes student engagement and supports the learning of discursive genre interpretation and analysis, considering participants’ perceptions during its implementation in a school context. The research adopts a qualitative approach, supported by quantitative data, and it is grounded in action research, involving a pedagogical intervention planned and conducted by the researcher herself. The study was carried out with ninth-grade students from a public municipal school in São Gonçalo do Amarante, Rio Grande do Norte, Brazil, through the implementation of a didactic sequence, the use of the Papirando board game, participant observation, discussion circles, and diagnostic and evaluative questionnaires. The initial diagnostic assessment revealed significant gaps in students’ knowledge of discursive genres and limited familiarity with educational board games, which generated the need for a structured pedagogical intervention. The Papirando board game (that was structured as an interactive trail-based game, featuring challenges focused on the identification, interpretation, and analysis of different discursive genres in contextualized communicative situations), the didactic sequence and the teaching guide for teachers were developed as educational products. The integration of the game with the didactic sequence strengthened collaborative work and encouraged active student participation. The final evaluation results indicated high levels of engagement, social interaction, clarity of objectives, enjoyment, and perceived learning, as well as advances in students’ understanding of discursive genres as social language practices, in line with the guidelines of the Brazilian National Common Curricular Base.The integrated analysis of qualitative data demonstrated that the use of Papirando enhanced the teaching of discursive genres, contributing to more dynamic, participatory, and meaningful learning. It is concluded that educational board games, when articulated with didactic sequences grounded in active learning methodologies, constitute a viable and effective pedagogical resource for Portuguese Language teaching, expanding possibilities for didactic innovation and strengthening student protagonism in the teaching and learning process.

COMMITTEE MEMBERS:
Presidente - 2916579 - LUCELIO DANTAS DE AQUINO
Interno - ***.503.654-** - KLEBER TAVARES FERNANDES - UFERSA
Externo à Instituição - DIÊGO CESAR LEANDRO - UFERSA