Práticas letradas de gamificação: estudo do processo de textualização no ensino superior
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Data
2020-02-10
Autores
Alexandre, Gabriel Guimarães
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Universidade Estadual Paulista (Unesp)
Resumo
Esta Dissertação de Mestrado investiga a Gamificação, entendida como uso de elementos de jogos em contextos “não-jogo”, como recurso metodológico na elaboração de atividades aplicadas no Ensino Superior. Ancorados em pressupostos teórico-metodológicos dos Estudos de Letramentos, o objetivo geral desta pesquisa foi o de estudar o modo como universitários ocupam posicionamentos discursivos, a eles atribuídos pela instituição, em duas (02) atividades gamificadas de produção textual, considerando-se “jogo” de expectativas, sócio-historicamente marcadas, entre instituição e participante. Esse objetivo geral desdobrou-se em dois objetivos específicos: (i) investigar, nas produções textuais da atividade 1, “fortalezas” e “fraquezas” do sujeito escrevente, observando-se sistema de distribuição de pontos a aspectos pelo sujeito eleitos e uso de ferramentas digitais apresentadas pelo professor/instituição nessa atividade e (ii) investigar, nas produções textuais da atividade 2, como o sujeito escrevente desempenha tarefas predeterminadas segundo instrução gamificada, observando-se ferramentas digitais de uso frequente e trabalho individual/coletivo no processo de escrita colaborativa on-line. A hipótese de partida foi a de que a Gamificação, no processo de produção textual no Ensino Superior, facultaria maior comprometimento dos sujeitos com tarefas vinculadas a seu posicionamento profissional, uma vez que têm de considerar não apenas etapas da produção textual, sob sua responsabilidade, mas também as realizadas por outros, colegas participantes do processo. O corpus da pesquisa é composto por 34 produções textuais, retiradas de um conjunto de material recolhido em um Curso de Extensão intitulado “Linguagem e Gamificação”. Os resultados alcançados apontam, por um lado, para uma adesão dos participantes nas duas atividades de produção textual, seja no que se refere a aspectos do processo de textualização, seja no que se refere ao reconhecimento de funções valorizadas pela instituição formadora. Por outro lado, os resultados também colocam em evidência a desconsideração de aspectos mais específicos e especializados como parte das “qualidades” esperadas de um profissional de Línguas, a exemplo do modo de circulação do texto em plataformas digitais. No que se refere à utilização de tecnologias digitais de informação e comunicação (TDIC), os resultados atingidos mostram que esse uso está mais centrado na potencialização de habilidades já apresentadas pelos participantes do que propriamente no ensino linear de ferramentas para produção textual.
This master's research focuses on Gamification, understood as the use of game elements in non-game contexts, as a methodological resource in the elaboration of activities applied in Higher Education. Anchored in the theoretical-methodological assumptions of the New Literacy Studies, the main objective of the research was to investigate the way university students occupy discursive positions attributed to them by the institution, in 02 gamified textual production activities, considering a dynamic of “expectations”, social-historically marked, between university institution and participant. Specifically, we focus on two objectives: (1) to investigate, in the textual productions of activity 1, the “strengths” and “weaknesses” of the writing subject, observing system of distribution of points to aspects elected by the subject and the use of digital tools presented by the teacher/institution in this activity and (2) to investigate, in the textual productions of activity 2, how the subject performs predetermined tasks according to gamified instruction, observing frequent digital tools and individual/collective work in the online collaborative writing process. The starting hypothesis was that Gamification, in the process of textual production in Higher Education, would provide greater commitment of subjects with tasks linked to their professional positioning, since they have to consider not only stages of textual production, under their responsibility, but also those carried out by others, fellow participants in the process. The research corpus is composed by 34 textual productions, taken from a data set collected in an Extension Course entitled “Language and Gamification”. The results achieved point, on the one hand, to the participation of the participants in the two textual production activities, both in terms of aspects of the textualization process and in terms of the recognition of functions valued by the training institution. On the other hand, the results also highlight the disregard for more specific and specialized aspects as part of the “qualities” expected of a language professional, such as the way text is circulated on digital platforms. Regarding to the use of digital information and communication technologies (TDIC), the results achieved show that this use is more focused on enhancing the skills already presented by the participants than on the linear teaching of tools for textual production.
This master's research focuses on Gamification, understood as the use of game elements in non-game contexts, as a methodological resource in the elaboration of activities applied in Higher Education. Anchored in the theoretical-methodological assumptions of the New Literacy Studies, the main objective of the research was to investigate the way university students occupy discursive positions attributed to them by the institution, in 02 gamified textual production activities, considering a dynamic of “expectations”, social-historically marked, between university institution and participant. Specifically, we focus on two objectives: (1) to investigate, in the textual productions of activity 1, the “strengths” and “weaknesses” of the writing subject, observing system of distribution of points to aspects elected by the subject and the use of digital tools presented by the teacher/institution in this activity and (2) to investigate, in the textual productions of activity 2, how the subject performs predetermined tasks according to gamified instruction, observing frequent digital tools and individual/collective work in the online collaborative writing process. The starting hypothesis was that Gamification, in the process of textual production in Higher Education, would provide greater commitment of subjects with tasks linked to their professional positioning, since they have to consider not only stages of textual production, under their responsibility, but also those carried out by others, fellow participants in the process. The research corpus is composed by 34 textual productions, taken from a data set collected in an Extension Course entitled “Language and Gamification”. The results achieved point, on the one hand, to the participation of the participants in the two textual production activities, both in terms of aspects of the textualization process and in terms of the recognition of functions valued by the training institution. On the other hand, the results also highlight the disregard for more specific and specialized aspects as part of the “qualities” expected of a language professional, such as the way text is circulated on digital platforms. Regarding to the use of digital information and communication technologies (TDIC), the results achieved show that this use is more focused on enhancing the skills already presented by the participants than on the linear teaching of tools for textual production.
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Palavras-chave
Práticas letradas de gamificação, Letramentos acadêmicos, Gamificação, Posicionamentos discursivos, Multimodalidade, Gamified literacy practices, Academic literacies, Gamification, Discursive positions, Multimodality