Gamificação e o gênero crônica: práticas decoloniais a partir da tríade oralidade, leitura e escrita

Abstract

Society is entangled in a flow of information and discoveries, and the school follows this world with minimal steps, where the skills associated with innovation and the use of technologies are frequent. The challenge of arousing students' interest in the classroom has been constant, and teachers have sought to reframe their practice to promote a teaching and learning process that provides opportunities for protagonism, autonomy, creativity, engagement, playfulness, and criticality. This study aims to find out how the use of digital technologies and game mechanics can contribute to students' learning in oral, reading, and writing practices, providing opportunities for protagonism and creativity in the use of language in their social practices. Considering the daily practices of language teaching in school spaces, we seek strategies that encompass the use of immersive technologies with discursive genres, understanding the theoretical-practical relationships and their social and communicative functions in convergence with dialogical and decolonial concepts. The chronicle genre forms the basis for the development of the activities proposed in this work, considering the social dimension, based on the categories of analysis: thematic content, style, and compositional construction, with the aim of mobilizing knowledge beyond the classroom in convergence with themes from the students' daily lives. The analysis of the data, based on the conditions of production, sought to understand the aforementioned categories to identify difficulties and potential in the writing of the text, and presented the following situations: a) Regarding aspects related to the constituent elements of the statement, of the twenty-three participating students, two followed the theme described in the production command, while the others addressed semantic and discursive dimensions beyond what was requested; b) Regarding the context of compositional construction, the students made different choices in the construction of the discourse; c) Regarding style, all the students considered the aforementioned element. In applying the intervention proposal, considering the research objectives, we found that gamified activities contribute to the development of 9th-grade students in speaking, reading, and writing practices, as well as promoting engagement, motivation, and collaboration among them. Regarding the decolonial aspects, we observed that themes related to the social context of the students help them to assume reflective and critical attitudes and positions towards the problems of the community in which they live.