GAMIFICAR: UMA PROPOSTA DE ENSINO DO GÊNERO TEXTUAL ANÚNCIO PUBLICITÁRIO NA EDUCAÇÃO BÁSICA

Abstract

The memorial entitled Gamificar: a proposal for teaching the textual genre advertisement in basic education aims to propose gamified pedagogical activities to work with the textual genre advertisement, analyzing how these can contribute to the development of textual production practices in elementary school. This study is justified by the need to insert new pedagogical practices in the context of basic education, through which students can improve the skills and competencies of text production that dialogue with their experiences and with the demands of life in society, besides seeking to promote changes in the way of teaching that develop new literacies and multiple semiotics, stimulating practices located more interactive, collaborative and that encourage problem solving. The research that based the production of this work is based on the theoretical postulates of escrevivência (EVARISTO, 2017), singular writing (CARMAGNANI, 2010), literacies (KLEIMAN, 1995, 2005; GALVÃO, 2003; STREET, 2014; TFOUNI, 2010), multiliteracies and multimodality (ROJO, 2013, 2015; RIBEIRO, 2016, 2017, 2018; PEREIRA, 2018; COPE, B.; KALANTZIS, 2000; KALANTZIS; COPE; PINHEIRO, 2020; KRESS, G.; VAN LEEUWEN, 2006), educational technologies (KENSKI, 2015; SILVA, 2019), web curriculum (ALMEIDA, 2010, 2011; SILVA, 2011), university curriculum (BIANCHI, 2014), cyberculture (LÉVY, 2014), digital culture (SALES; NONATO, 2019), game culture (HUIZINGA, 2018), gamification (ALVES, 2007, 2008, 2019; ALVES, 2015; BUSARELLO, 2016) and written production (DOLZ; GAGNON; DECÂNDIO, 2010; KOCH, 2007). It is a qualitatively based study and of an exploratory-propositive nature that was structured based on the reality of a 9th grade class of the Colégio da Polícia Militar Francisco Pedro de Oliveira (Candeias-Ba) and uses the Classcraft gamified platform in Portuguese Language classes as support. It is expected, through this proposal, with the construction of the pedagogical notebook, to expand skills related to the production/reception of multimodal texts, as well as the motivation for the realization of written productions.