Alt story: modelo de unidade de estudo para produção textual colaborativa por meio de ficção interativa digital

Abstract

The development of discursive skills is an indispensable goal in high school, however, despite all efforts, there are many obstacles. It is also noticed that adolescents use digital technologies, frequently and outside the school environment, to produce consistent texts with the context, which, generally, does not occur with texts produced at school. Thus, digital interactive fiction (FID) is presented like a possibility, which currently, as Hahn (2016) approaches to a computer games genre in which the player controls a character and its interaction with the environment using, often just a textual interface. The general goal of this research was to promote the language development through a model of study unit for collaborative textual production using the digital interactive fiction. Thus, within the line of research Development of Educational Technologies in Network, it was proposed to develop a model of a study unit for the production, presentation and evaluation of digital interactive fiction in Portuguese language classes. For this purpose, an exploratory research with a multimethod approach was carried out. As to the research nature, it was characterized as quanti-qualitative and used the procedures of bibliographic research (GIL, 2018), systematic literature review (KITCHENHAM; CHARTERS, 2007) and research-action (GIL, 2018) for bibliographic survey and study development. The main contribution of this research is the model itself, which was evaluated based on an adaptation of the proposals presented by Alves (2016) and von Wangenheimet al. (2017). As a result, its quality can be highlighted in the criteria of ambiguity, consistency, completeness, comprehensibility, correctness, flexibility, usability and usefulness, as well as its potential related to textual production learning and learning experience. Based on the evaluation, the following aspects of the Alt Story Model are highlighted: the possibility of interdisciplinary work with different areas of knowledge, the production of different textual genres, the promotion of multiliteracy practices, the increase of student involvement and the appropriation of them for their learning.