A utilização dos jogos pedagógicos como ferramenta auxiliar no processo de aquisição de escrita

• Ano de defesa: 2015
• Autor(a) principal: Leão, Marjorie Agre [UNESP]
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual Paulista (Unesp)
• Palavras-chave em Português: Fonologia; Jogos educativos; Escrita; Ensino fundamental; Phonology
• Link de acesso: http://hdl.handle.net/11449/135925

This study is the result of a research from the Professional Master Program in Languages and Literature (PROFLETRAS) performed with students that attend the pedagogic resource room in a small town of Parana State. The research's subjects attend secondary school classes and their age range from eight to eleven years. The main goals of this study were: (i) to identify the deviations presented from the students in writing texts and (ii) to investigate in what measure, the pedagogic games provided by the government - memory games, puzzles, dominos, among others - contribute to the development of phonological awareness and consequently, the writing acquisition in the researched subjects. In order to achieve our goals, we essentially went through three steps: (a) writing a test application: initially, a writing test was developed, and after the school authorization, the approval by the research ethics committee (humans beings)and the authorization from the legal representatives, the test application was performed along the students from the pedagogical resource room; (b) Identification of the students' writing deviations: from the application test: all writing deviations were selected and categorized based on the criteria by Bortoni-Ricardo (2005); (c) Pedagogical games analysis: after the analysis and categorization of the deviations found, an application script and analysis of games distributed in schools by the federal government were created to observe whether they significantly contribute to minimize the deviations found in the students' writing, and whether the students are developing phonological awareness and the linguistic reflection. After these steps, as an intervention proposal in the schools, negative and positive aspects were highlighted, appointing their functionality and the relationship between the games and the writing deviations found in the students' texts. Furthermore...