Banca de QUALIFICAÇÃO: JANAINA RASO RIBEIRO

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : JANAINA RASO RIBEIRO
DATE: 14/11/2025
TIME: 14:00
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; Papirando Educational Game.

PAGES: 100
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Tecnologia Educacional
SUMMARY:

This research stems from the context of students’ low performance in Portuguese Language, especially regarding the interpretation and analysis of discursive genres, as shown by assessments such as SAEB (BRAZIL, 2021). In view of the predominance of traditional and unmotivating methodologies, this study proposes the use of game-based learning as an innovative and engaging pedagogical alternative. Thus, the general objective of the investigation is to analyze the use of an educational game for learning the interpretation and analysis of discursive genres, considering its playability and engagement. The research follows a qualitative approach, supported by quantitative data to systematize observations and interpretations, based on an intervention using action research (Tripp, 2005). The study was conducted with 11 ninth-grade students from Escola Municipal Professora Maria de Lourdes Souza in São Gonçalo do Amarante/RN, through questionnaires, the development of a didactic sequence, and participant observation. Preliminary results showed that students were unfamiliar both with discursive genres and with board games. In light of this, Papirando, an educational game, was developed as an interactive trail that challenges students to analyze and interpret discursive genres. When the didactic sequence was applied and the game was used to enhance learning, greater engagement and participation from students were observed, as well as evidence of knowledge acquisition related to the analysis and interpretation of discursive genres. In this sense, the importance of the didactic sequence is highlighted as a decisive factor for the Papirando educational game to achieve its objective. These results will be complemented by a final evaluation based on a questionnaire applied to the research participants. Therefore, it is expected that the outcomes of this study, as well as the products derived from it, may contribute to the teaching and learning of discursive genres, especially in the context of upper elementary education, and provide support for the adoption of educational games as an innovative pedagogical practice, expanding the possibilities for active and meaningful learning in Portuguese Language teaching.

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