Proposta de diretrizes sobre o uso e o desenvolvimento de jogos digitais para professores em formação inicial de língua inglesa

Abstract

Within the digital context, it is possible for its users to acquire new knowledge in a dynamic and differentiated way involving different semiotic systems (GEE, 2007; 2008). Among the many resources that can be found in this context, games stand out for their particularities of allowing students to put themselves in practices that promote the use of language in a more interactive and immersive way. Considering these theoretical assumptions, it is necessary to better understand how the use and design of games can be explored in the teaching and learning processes of English as a Foreign Language, since these practices performed in the act of playing can empower student’s engagement in authentic activities in order to provide a more meaningful and contextualized learning of the target language. Based on these assumptions, this research was carried out in the Postgraduate Professional Master's degree program in Networked Educational Technologies (PPGTER), under the Development of Network Educational Technologies line of research, aiming to meet the needs of lack of studies regarding guidelines to guide teachers of how to use and design games as a didactic resource to be implemented in the classroom, since there are no published studies in the field of Applied Linguistics to guide such practices. Due to this, this research proposes guidelines for guidance on the use and design of Educational Games by teachers of initial formation in English Language, in order to think about different pedagogical alternatives on how to explore games in the classroom, as well as assist teachers to develop their own games for teaching. To do so, we chose a qualitative approach and mixed methodology, based on the guidelines for the use and game design proposed by Reis (2017) and the methodology for game development ENgAGED (BATTISTELLA; WANGENHEIM, 2015). For data collection, instruments such as diagnostic and evaluative questionnaire, checklist, participant's report, researcher's field diary and photographic records were used. The results discuss the proposed product in the format of guidelines, and the application of these in order to validate them. As a result, it indicates that the guidelines, considering the orientations and planned actions, were significant to guide teachers in the use and evaluation of games in the context of English Language learning classroom, as well as in the design of games, according to data obtained in the different stages of this study. In conclusion, the guidelines proposed for the use and design of games should explore linguistic, pedagogical, technological and game design elements in different stages of implementation, mainly seeking in the design process to establish a balance between the playful proposal and the learning objectives, so that the game development can meet the needs of teachers in initial formation of English Language teaching, as well as allowing them to reflect and criticize about the role of games in the context of language teaching and in the practice of multiliteracies.