Formação docente e mobilização de saberes em jogos digitais educacionais.

Abstract

Teacher education is a fundamental space for reflecting on professional practice, allowing educators to turn their attention to their own trajectories and consider possibilities for improving the teaching–learning process. In this study, we aim to analyze the teaching knowledge embedded in educational digital games created by participants of the course Educational Digital Games for Teaching Linguistic Analysis. By integrating the knowledge that constitutes this training—offered as part of a continuing education course on educational digital games for teaching Linguistic Analysis, conducted with public school teachers in Paraíba—two main groups of knowledge that underpin teaching practice were identified: Traditional Knowledge, related to academically consolidated understandings, and Digital Knowledge, aimed at integrating technology into everyday school life. The theoretical framework of this investigation draws primarily on the works of Tardif (2010), Pimenta (1996), Freire and Leffa (2013), Mometi (2021), Coelho et al. (2018), and Bezerra and Reinaldo (2020). Methodologically, this is a qualitative, documentary study situated in the field of Applied Linguistics, as it analyzes two groups of documents produced in a teacher education course: the first authored by the instructor and the second by the participants. The results show that Digital Knowledge demonstrates 100% convergence and 0% divergence between the two groups of documents, whereas Traditional Knowledge shows 8.3% convergence and 91.7% divergence in relation to the disciplinary knowledge addressed in the course. These findings indicate that Portuguese language teacher education should not segregate these types of knowledge but rather integrate them, preventing one from overshadowing the other. We conclude that teacher education should adopt a self–hetero–ecoformative technological perspective, providing Portuguese language teachers with access to both Traditional Knowledge and Digital Knowledge, thereby enhancing Portuguese language teaching through Linguistic Analysis.