Uso do minecraft para a produção de contos

Abstract

This research aims to answer the following question: is it possible to use digital games as a pedagogical tool for the production of texts? To answer this question we seek to combine the use of digital games with the teaching of textual production of tales. Due to the vast diversity of digital games available, from conducting surveys with the students themselves, we chose to work with the digital game Minecraft. In this way, we work from the perspective of textual linguistics, especially from the contributions of Marcushi, Adam and Adam and Heidmann, from the pedagogical theories about games presented by Gee and Prensky, from the theories of multimodality and multiliteracies brought by the New London Group and from the theories on the textual genre tale, from Bossi, Gotlib, Moses, among others. This research, of a qualitative nature, has an important emphasis on action research, since the result was obtained from a change observed in the daily school life in relation to the production of tales in the ninth year of elementary school for the group that participated of them. The students' texts were analyzed before, during and after the work with the Minecraft game. Throughout the research process, classes were also offered on the constitution of the tale genre. As the students came into contact with the experiences in the virtual environment, they wrote texts of the tale genre to produce their narratives within the Minecraft game. With the progress of the works, we perceive not only a progressive interest of the students in the production of texts, but also an increase of the skills of how to narrate this or that experience experienced in Minecraft. As a result, we concluded that the use of Minecraft in a pedagogical environment was responsible for instigating the students in the production of their stories, as well as reducing the aversion that many felt for writing, favoring the production of tales from the perspective lived by the students within the virtual environment. In this way, we show that it is possible to use digital games in a multiliteracy perspective for pedagogical application, because from the contact with these games, students feel more motivated to carry out the school activities, since the interaction in the digital environment is common and enjoyable to students, especially through digital games.