A visão dos professores sobre os benefícios e dificuldades do uso de jogos educacionais no ensino de língua inglesa em escolas da rede pública

Abstract

The main objective of this research consists of investigating what the benefits and difficulties of using educational games to teach English in public schools are according to teachers’ point of view. Considering this intent, firstly a bibliographic study is made, which includes authors such as: Huizinga (1993), Haldfield (1999), Kishimoto (2003), Ramos (2013), Nogueira (2007), Kasdorf (2013) and Falkembach (2006). Secondly, aiming to notice the benefits and difficulties faced while working with educacional games in classroom, a questionnaire is applied to 10 public school English teachers. Finally, the data obtained through the survey is analysed and contrasted with the theoretical references previously approached. The results obtained suggest that teachers are motivated to work with educacional games to teach English, once this educational tool might provide several benefits, such as more dynamics classes, the work with diffrent inteligences types and the increasement of students’ motivation. However, teachers affirm that they do not frequently use this educational resource. Therefore, the results point out for a contradiction between the theachers’ view about educational games and the frequence they are utilized in classroom, a fact that might be associated with the public school English teachers’ working conditions.