Gamificação em textos multimodais no desenvolvimento da compreensão leitora.

Abstract

This dissertation presents a study on the impacts of gamification on the development process of reading comprehension among 9th-grade students, based on multimodal texts. To this end, we selected the infographic as the genre basis for this investigation. The difficulty in interpreting texts, whether verbal, non-verbal, or hybrid, emerges as the problematic aspect of this research. The aim of this study is to analyze the impacts of gamified reading teaching strategies, through multimodal texts, on the development of reading skills of 9th-grade students in Elementary School (Final Years) at the professora Maria Isolaína Fernandes Gonçalves Elementary and Primary School (Tempo de Avançar). Regarding the conceptions of reading, this research draws on the studies of Elias and Koch (2017), among others; concerning the conception of discursive genre, we are based on Bakhtin (2016) and Marcuschi (2008); regarding the teaching of reading strategies, we draw on Solé (1998) and Kleiman (2017 and 2022); concerning the methodology of gamification, we draw on Eugenio (2020) and Alves (2015), among other scholars who have grounded all the fundamental concepts that guide this research. This study utilizes a quantitative-qualitative approach, of the action research type, with an interpretivist and interventionist character, having as its locus the Professora Maria Isolaina Ferndandes Gonçalves Elementary and Primary School (Tempo de Avançar). The results showed that, through the mediation of teaching based on gamified workshops with multimodal texts, there was an improvement in the participation and engagement of the participants in the activities developed, also highlighting the efficiency of gamified strategies in the development of students' reading comprehension.