Banca de DEFESA: AMANDA LEMES LUSTIG

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : AMANDA LEMES LUSTIG
DATA : 17/06/2021
HORA: 14:00
LOCAL: Sala virtual de Defesa do ProfLetras/Cáceres
TÍTULO:

Let’s play!!! Gamification as teaching strategy of writing from the perspective of complexity

PALAVRAS-CHAVES:

Writing. Gamification. Complex Dynamic Systems. Remote Teaching. Whatsapp.

PÁGINAS: 141
GRANDE ÁREA: Lingüística, Letras e Artes
ÁREA: Letras
RESUMO:

Considering that the mastery of writing practices is of fundamental importance for the instructions of students and for their inclusion in a society increasingly mediated by digital techonolies, the present research-intervention developed within the scope of the CAPES Professional Master’s Degree Program in Letters / UNEMAT / Cáceres. The  main objective of this research is contribute to the quality of the writing practices of students from a public school in the Municipality of Cáceres-MT, through propositions of gamified activities, developed remotely through the WhatsApp application. The Gamification is based on the action of thinking the teaching practices like a game, using the systematic and mechanics of the act of playing in an out-of-game context (Deterding et all 2011). The Theory of Complex Dynamic Systems guided the entire process of intervention and studies theoretically and methodologically, as I understand that a group of students on WhatsApp and their social practices of the language are configured in a complex dynamic system. Therefore, subject to auto-organization, adaptations , unpredictability, emergence, etc., due to the dynamics of interaction between the subjects (teacher and students) and the instruments used, such as didactic materials, digital technologies, games, etc. The research was carried out with 26 students from the 7th year of elementary school at the Municipal School Novo Oriente, located on the periphery of Cáceres-MT. For the production of the analysis of the data generated by the dynamics of intervention proposed for this research, I mobilized the categories of analysis: Sensitivity to initial conditions, Diversity, Adaptation, auto-organization, Interaction, Unpredictability. The work is organized into seven parts that configured six phases of a game; each phase had its missions that should be completed by the students with a view to accumulating a score that would be exchanged for a prize common to all students. At the end of the intervention, it was possible to verify the improvement of students' writing practices even in remote teaching situations.

 

MEMBROS DA BANCA:
Presidente - 39626001 - VALDIR SILVA
Externo ao Programa - 132146001 - BARBARA CRISTINA GALLARDO
Externo à Instituição - JANAINA WEISSHEIMER - UFRN