Jogos digitais como motivação para o desenvolvimento da leitura
In this article, we aimed to verify whether and how digital games motivate teens’, who study in public school, reading practice. The theoretical framework was based on Bamberger (1991), Solé (1998), Kleiman (1989), Bazerman (2015), Antunes (2000), Prensky (2012) and Burke (2015). The methodology con...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2020 |
| País: | Brasil |
| Institución: | Universidade Federal do Ceará (UFC) |
| Repositorio: | Repositório Institucional da Universidade Federal do Ceará (UFC) |
| Idioma: | portugués |
| OAI Identifier: | oai:repositorio.ufc.br:riufc/52634 |
| Acceso en línea: | http://www.repositorio.ufc.br/handle/riufc/52634 |
| Access Level: | acceso abierto |
| Palabra clave: | Leitura (Ensino secundário) Motivação Jogos digitais |
| Sumario: | In this article, we aimed to verify whether and how digital games motivate teens’, who study in public school, reading practice. The theoretical framework was based on Bamberger (1991), Solé (1998), Kleiman (1989), Bazerman (2015), Antunes (2000), Prensky (2012) and Burke (2015). The methodology consists of applying digital games as a reading aid in a small group of first grade students in a Brazilian public school in the city of Solonópole, State of Ceará, with the participation of a Portuguese Language teacher. For this, we performed a case study with a quantitative and qualitative approach, observing lessons through digital games, and conducting interviews with the students. The results demonstrate that the application of digital games, under the conditions offered, motivated the participants’ reading practice. |
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