Banca de DEFESA: KARIM CRISTINA PALHEIRO DA SILVA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : KARIM CRISTINA PALHEIRO DA SILVA
DATE: 19/08/2025
TIME: 14:00
LOCAL: Plataforma RNP
TITLE:

The use and production of games as an active methodology in the classroom: a didactic proposal for reading training and stories writing in the second segment of elementary education

KEY WORDS:

Games; Active methodology; Reading and writing

PAGES: 114
BIG AREA: Lingüística, Letras e Artes
AREA: Letras
SUMMARY:

This project examines the effectiveness of an active learning methodology based on the use and creation of games to enhance short story reading and writing skills. The research was conducted in 6th and 7th-grade elementary school classes in the municipality of Piraí/RJ. It aims to test whether reading narratives that go beyond mandatory structural elements enhances the production of narrative texts with more structural components, as characterized by Travaglia (2012) for this text type. The goal is to "reclaim and reintroduce what is fundamentally excluded in schools – pleasure" (Geraldi, 2011, p. 76), to foster inner motivation through playful learning (Kishimoto, 2011), and to improve the teaching and learning processes as proposed by Resnick (2020) in the Creative Learning Spiral: imagine, create, play, share, reflect. Ultimately, the aim is to improve students’ performance in social reading and writing practices by nourishing these skills. Based in Text Linguistics and cognitive studies (Koch and Elias, 2008, among others; Solé, 1998), this proposal is based on the concept of reading as an interactive activity, which involves retrieving information that is not explicitly expressed in the text (Koch and Elias, 2008), using inference and prediction (Solé, 1998) to produce meaning. Reading is considered essential for the development of writing, and these skills are defined as “being closely tied to cultural circumstances and [that] can only be acquired consciously” (Faistauer, 2010, p. 965, free translation). The methodology adopted is qualitative and collaborative, and structured in four stages: initial diagnosis with reading and writing practices before the intervention; performing activities to promote reading and writing; creating a collective card game (a deck for short story creation) to stimulate creativity and practical understanding of structural elements of narratives; and comparing first and final written works to assess the methodology’s impact.The results indicate that the teaching proposal improved the students’ writing skills. While mandatory plot elements (complication and resolution) were already present in the first drafts, their final texts were rich and included non-mandatory elements, such as introductions and commentary. These findings suggest that using an active methodology and prompting students to make inferences helped them craft more elaborate narratives with greater depth, reflecting enhanced storytelling and character-building abilities. This dissertation acknowledges the research’s limitations, such as the lack of media resources in the school, which could serve as a starting point for future studies investigating this methodology in environments with better supporting technology, exploring the potential of multisemiotic and multimedia genres. This work offers a viable and relevant didactic proposal for educators that seek innovative strategies, demonstrating the transformative potential of active methodologies (particularly the use and creation of games) to captivate students and enhance their short story reading and writing skills.

COMMITTEE MEMBERS:
Externo à Instituição - ADRIANO OLIVEIRA SANTOS - IFRJ
Interno - 1328759 - GILSON COSTA FREIRE
Presidente - 1456413 - WAGNER ALEXANDRE DOS SANTOS COSTA