Jogos de alfabetização, práticas analógicas e potencialidades digitais: uma perspectiva inclusiva

Abstract

This research aims to analyze digital technological tools, especially literacy games, considering their potential for learning in the early grades of elementary school I, in an inclusive perspective, taking into account the school diversity of students with learning disadvantages (BRAZIL, [2020a]; UNESCO, 1998a) with and without disabilities, including those with learning difficulties from multiple factors, biological or related to environmental aspects. (SMITH; STRICK 2012). Using digital information and communication technologies for the construction of learning and development, pedagogical resources aimed at the development of higher psychological processes (memory, attention, emotion, language and thought) will be analyzed. Based on Vygotsky's sociocultural construction (VIGOTSKY 1988; 2007) focused on the inclusive perspective and the use of digital technological resources to assist the teacher in promoting student learning, especially literacy, the research intends to contribute to the reflection on technological and pedagogical mediation and the primary role of the teacher as a mediator of this relationship in the teaching-learning process. Thus, the investigation is based on Vygotsky's socio-historical-cultural theory of learning and development. The qualitative approach methodology (MARCONI; LAKATOS, 2003), with the corpus consisting of a literature review, a documentary part, which are school records of the researcher's professional performance and the curatorship of games developed for educational purposes, both analogue and digital.