Produção de jogos didáticos digitais para conscientização gramatical: aspectos dinâmicos e protocolo de atuação

Abstract

This research investigated the collaborative work carried out by a team of language teachers who came together to develop digital didactic games aimed mainly at grammatical awareness, but also to collaborate for the scientific education of students. It aims to describe the strategies used by language teachers in the process of producing digital didactic games. It is a participatory research carried out during the planning phase of a grammatical awareness project through science education. It is based on studies such as Freire (1979), Franchi (1991), Hasan (1996), Kishimoto (1998), Martin and White (2005), Cerqueira (2010), Silva (2011), Almeida and Valente (2012), Prensky (2012), Cunha (2015), Halliday and Matthiessen (2014), Thompson (2014), French (2019), just to name a few. The results obtained show what we call dynamic aspects of digital didactic games, such as narrative, challenge, self-explanation, movement and multimodality, which are categories capable of attributing pleasant or friendly characteristics to the focused games. The research demonstrated that as these aspects were implemented, the games became more dynamic, in the view of the team. Finally, a protocol for promoting digital educational games is proposed to assist teachers who wish to develop or evaluate digital educational games.