DIGITAL GAMES IN THE READING ACQUISITION: EMERGENCIES OF REMOTE TEACHING

Abstract

This research paper presents resulting discussions related to the work developed by the teaching project “Written culture: reading acquisition practices in the school”, promoted by the Group of Researches and Formation: Educational Practices in Basic and Higher Education. The objective was to develop didacticpedagogical proposals in order to qualify reading and writing practices in Early Childhood Education and in the first years of Elementary School. Considering the remote teaching context, the group felt the need to think about proposals that could be developed in the remote teaching scenario, based on the use of digital technologies which were available. Therefore, the focus of this research is to develop digital games in order to enable their use in the educational context. They were used in public schools from different cities of the state of Rio Grande do Sul. We used as basis of our reflections Bolzan (2007), Bolzan, Santos and Powaczuk (2013), Horn et al. (2014), Kenski (2003) and other authors who discuss ludic practices for the construction of reading and writing abilities 2 as well as the use of technology as an essential tool during the remote teaching process. We also presented accounts of the teachers who used the games in their planning. We showed that to think and to develop pedagogical practices through digital games is essential, since the students have the opportunity to play and learn at the same time. Furthermore, through these games, they have contact with different types of text, developing their autonomy in face of the use of technologies and having the possibility of constructing knowledge in a funny and meaningful way about the reading and writing practices.