Inglês em jogo: trilhando um percurso didático rumo à gameducação linguística.

Abstract

This article analyzes the implementation of a Pedagogic Route (Sabota, 2024) in English language classes, based on a proposal grounded in critical language education (Ferraz, 2015; 2020; Avelar; Lopes, 2024; Reis; Jorge, 2020) and the theory of Linguistic Gameducation (Avelar, 2025). Developed through collaborative actions between a school and a university as part of an extension project conducted through workshops, the initiative integrated cultural products such as language classes based on multimodal resources like the film Free Guy and the game The Legend of Zelda: Majora’s Mask. It fostered reflections on language, identity, culture, and cyberculture. The results indicate an expansion of linguistic repertoires and the development of digital and critical literacies among students. The experience highlights the importance of integrating digital technologies into language education in a critical, situated, and context-sensitive manner.