Análise da elaboração e aplicação do jogo das palavras: uma atividade lúdica para o ensino de língua portuguesa e literatura

Abstract

This research investigates Game-Based Learning (GBL) as a pedagogical approach for teaching Portuguese Language and Literature in High School and focuses on the development, implementation, and evaluation of an educational product entitled Word Game: a playful activity for teaching Portuguese Language and Literature). The study stems from the need to increase student engagement and promote the learning of linguistic and literary content through more participatory and interactive pedagogical practices. The research aimed to analyze the effects of Game-Based Learning on student engagement, learning, and the development of linguistic and literary competencies, as well as to develop and implement a card game as an educational product. To this end, the study sought to ground Game-Based Learning within the educational field, relate it to the curriculum and the BNCC (National Common Curricular Base), and discuss its contributions to and limitations regarding the teaching of Portuguese Language and Literature. The study, which employed a qualitative approach and was characterized as action research, was conducted at a state public school in the southwestern region of the state of São Paulo, with the participation of third-year high school students. The methodological procedures included the application of a diagnostic questionnaire, the collaborative development of the game cards, the implementation of the educational product in the classroom, the systematic observation of interactions, and the collection of participants’ feedback. The educational product was structured as a card game covering grammar, literature, text interpretation, argumentation, and writing skills, aligned with the Brazilian National Common Curricular Base (BNCC) and the competencies required by the National High School Examination (ENEM). The results indicated that Word Game promoted student engagement, increased participation during activities, encouraged oral expression, argumentation, and interaction among participants, and contributed to the review and consolidation of Portuguese Language and Literature content. The implementation also made it possible to identify aspects requiring improvement, particularly regarding the duration of the activity and the reformulation of some cards, thereby enhancing the quality of the educational product. It is concluded that Game-Based Learning, when associated with teacher mediation and pedagogical planning, constitutes a promising strategy for teaching Portuguese Language and Literature, and that Word Game has the potential to be used by other teachers and in different educational contexts.