Escrita na "Idade Mídia": aprendizagem e aprimoramento por meio da escrita

Abstract

For many decades, school education has generated a philosophical conflict in educators, because it is also a conflict of a sociological nature, since teaching has gradually distanced itself from the social exercise of effective practices in society. In this context, studies such as those in this Master's dissertation promote the discussion about the need to offer an education that truly transforms people's lives, making them more active and emancipated in society. The desire to develop an alternative didactic practice to the teaching of mother tongue, with a view to helping the school and its teachers to achieve a greater promotion of their students' literacy, was the motto that led us to think of strategies different from everyday praxis, starting of the hypothesis that the development of writing through gamification strategies can be an interesting way to promote quality teaching. Supported in the theoretical-methodological contributions of researchers who are aligned with New Literature Studies, such as Terzi (2005), Kleiman (1995), Gee (2005), Street (2003) and Tôrres (2009), this research aimed to analyze the social, linguistic and affective impacts in the literacy situation of students in a high school class of a Minas Gerais public school, when they were exposed to a teaching proposal that aimed the development of writing through the use of classroom games explicitly in the compositional constitution of the narrative text. To this end, a weekly teaching program was proposed, with a duration of three months, in which activities were done that intercalated moments of games in the samartphones of the students and the classes on the structure of the storytelling, with reading of literary texts and plot of films, whose objective was to select ideas to be used in future texts to be written by the students. The focus was on texts, which included: the presence of narrative stages, cohesion, coherence and legibility of the text, as well as the observation of the students' involvement and development in the activities proposed with the games, aiming at to verify if such activities had a positive impact on learning. At the end of the research, the data revealed that the use of games was very interesting, since all the students involved presented a significant advance in the writing of their texts, since they started from the writing of weak texts and out of the requested genre, to other kind of texts as those of satisfactory literary content.