DIGITAL GAMES IN THE LITERACY AND LITERACY PROCESS: A TRAINING PROPOSAL FOR TEACHERS FROM 1st TO 3rd GRADE OF ELEMENTARY EDUCATION
Literacy. Pedagogical practices. Digital Games. Formation.
This study aims to create pedagogical strategies for the use of digital games in the literacy process in the early years of Basic Education, within a formative proposition for literacy teachers in a public school in the city of Natal-RN. Two issues underlie the construction of this study: the first, guided by the technological and media growth that has been taking place and, consequently, causing changes within the school environment, especially with the arrival of digital technologies in the teaching and learning process. The second, related to the still unfavorable results of learning to read and write in Brazil, measured by the Prova Brasil and by the National System of Evaluation of Basic Education (NSEBE), available on the INEP portal. Therefore, the study questions how to enable pedagogical strategies that make use of digital games in the literacy process by literacy teachers who work from the 1st to the 3rd year of elementary school. Thus, the research intends to build pedagogical strategies for the use of digital games in the literacy process by literacy teachers. The theoretical framework is based on studies on literacy proposed by the linguist Magda Soares (2009); studies on games supported by Huizinga (2000) and Kapp and Boller (2018); and discussions on teachers' formative needs, sustained by Paulo Freire (1996) and Imbernón (2011). The nature of research is qualitative and based on aspects of Thiollent's (2002) action research.