{"id":{"repo_id":"brazil-ufrn","oai_identifier":"oai:repositorio.ufrn.br:123456789/67703"},"canonical_url":"https://search.dev.ndltd.org/etd/brazil-ufrn/oai:repositorio.ufrn.br:123456789/67703","repository":{"repo_id":"brazil-ufrn","name":"Brazil UFRN","base_url":"https://repositorio.ufrn.br/server/oai/request"},"display":{"title":"Jogos digitais da plataforma MEC RED para a alfabetização: uma análise fundamentada na psicogênese da língua escrita","abstract":"Considering the educational reality of Brazil, whose illiteracy rates remain worrying, and the recognized contributions of digital games to learning, this research aims to answer the following research question: what are the potential contributions and limitations of the digital games available on the MEC Digital Educational Resources Platform for the literacy cycle? The main objective of this study is to investigate the potential contributions and limitations of digital games available on the MEC Digital Educational Resources Platform focused on the 1st and 2nd grades of basic education – inicial levels. To this, the study identified the digital games available on that platform for that target audience and developed a protocol for evaluating digital educational games for literacy. This study has as bases Alves (2016), Ferreiro (2011), Ferreiro and Teberosky (2007), Frade et al. (2018), Freire (1989, 2006), Kishimoto (2017), Leal (2020), Morais (2005, 2014, 2022), Petry (2014), Prensky (2012), Ramos and Pimentel (2021), Soares (2023, 2004a, 2004b), Weisz (2004, 2014) and as theoretical approach constructivist and socioconstructivist. This study is an applied research with a qualitative approach, and exploratory research with some bibliographic and documentary procedures. For the analysis of the selected games, it presents a Protocol for the Evaluation of Digital Educational Games for Literacy, based on psychogenesis of written language, and structured based on digital game assessment tools proposed by Coutinho (2017), Santos (2018) and Vilarinho and Leite (2015). Related to the results, those games present limitations as well as significant contributions to the literacy process. As limititations, this study analyzed those games do not explore the child's prior knowledge of written language, nor their structure are based on the writing levels of the psychogenesis of written language; in addition, most of them do not provide constructive feedback. Focusing on the contributions, among others, games allow children to actively participate in the process of constructing knowledge about written language, they promote an understanding of writing as a system of representation and the construction of hypotheses about written language as well as the promote interaction with real materials of reading and writing.","abstract_html":"Considering the educational reality of Brazil, whose illiteracy rates remain worrying, and the recognized contributions of digital games to learning, this research aims to answer the following research question: what are the potential contributions and limitations of the digital games available on the MEC Digital Educational Resources Platform for the literacy cycle? The main objective of this study is to investigate the potential contributions and limitations of digital games available on the MEC Digital Educational Resources Platform focused on the 1st and 2nd grades of basic education – inicial levels. To this, the study identified the digital games available on that platform for that target audience and developed a protocol for evaluating digital educational games for literacy. This study has as bases Alves (2016), Ferreiro (2011), Ferreiro and Teberosky (2007), Frade et al. (2018), Freire (1989, 2006), Kishimoto (2017), Leal (2020), Morais (2005, 2014, 2022), Petry (2014), Prensky (2012), Ramos and Pimentel (2021), Soares (2023, 2004a, 2004b), Weisz (2004, 2014) and as theoretical approach constructivist and socioconstructivist. This study is an applied research with a qualitative approach, and exploratory research with some bibliographic and documentary procedures. For the analysis of the selected games, it presents a Protocol for the Evaluation of Digital Educational Games for Literacy, based on psychogenesis of written language, and structured based on digital game assessment tools proposed by Coutinho (2017), Santos (2018) and Vilarinho and Leite (2015). Related to the results, those games present limitations as well as significant contributions to the literacy process. As limititations, this study analyzed those games do not explore the child's prior knowledge of written language, nor their structure are based on the writing levels of the psychogenesis of written language; in addition, most of them do not provide constructive feedback. Focusing on the contributions, among others, games allow children to actively participate in the process of constructing knowledge about written language, they promote an understanding of writing as a system of representation and the construction of hypotheses about written language as well as the promote interaction with real materials of reading and writing.","abstract_has_math":false,"creators":["Silva, Maria José Moreira da"],"institution":"Universidade Federal do Rio Grande do Norte","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Petry, Arlete dos Santos"],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-08-25","date_published":"2025-08-25","updated_at":"2026-07-24T01:20:54Z","subjects":["Alfabetização","Psicogênese da língua escrita","Recursos educacionais digitais","Jogos educacionais digitais"],"languages":["pt_BR"],"rights":["Acesso Aberto"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://repositorio.ufrn.br/handle/123456789/67703","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Petry, Arlete dos Santos"]},{"key":"dc:creator","label":"Author","values":["Silva, Maria José Moreira da"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2026-01-14T19:23:48Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2026-01-14T19:23:48Z"]},{"key":"dc:date.issued","label":"Date","values":["2025-08-25"]},{"key":"dc:publisher","label":"Institution","values":["Universidade Federal do Rio Grande do Norte"]},{"key":"dc:type","label":"Dc Type","values":["masterThesis"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Alfabetização","Psicogênese da língua escrita","Recursos educacionais digitais","Jogos educacionais digitais"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["pt_BR"]},{"key":"dc:rights","label":"Dc Rights","values":["Acesso Aberto"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://repositorio.ufrn.br/handle/123456789/67703"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Considering the educational reality of Brazil, whose illiteracy rates remain worrying, and the recognized contributions of digital games to learning, this research aims to answer the following research question: what are the potential contributions and limitations of the digital games available on the MEC Digital Educational Resources Platform for the literacy cycle? The main objective of this study is to investigate the potential contributions and limitations of digital games available on the MEC Digital Educational Resources Platform focused on the 1st and 2nd grades of basic education – inicial levels. To this, the study identified the digital games available on that platform for that target audience and developed a protocol for evaluating digital educational games for literacy. This study has as bases Alves (2016), Ferreiro (2011), Ferreiro and Teberosky (2007), Frade et al. (2018), Freire (1989, 2006), Kishimoto (2017), Leal (2020), Morais (2005, 2014, 2022), Petry (2014), Prensky (2012), Ramos and Pimentel (2021), Soares (2023, 2004a, 2004b), Weisz (2004, 2014) and as theoretical approach constructivist and socioconstructivist. This study is an applied research with a qualitative approach, and exploratory research with some bibliographic and documentary procedures. For the analysis of the selected games, it presents a Protocol for the Evaluation of Digital Educational Games for Literacy, based on psychogenesis of written language, and structured based on digital game assessment tools proposed by Coutinho (2017), Santos (2018) and Vilarinho and Leite (2015). Related to the results, those games present limitations as well as significant contributions to the literacy process. As limititations, this study analyzed those games do not explore the child's prior knowledge of written language, nor their structure are based on the writing levels of the psychogenesis of written language; in addition, most of them do not provide constructive feedback. Focusing on the contributions, among others, games allow children to actively participate in the process of constructing knowledge about written language, they promote an understanding of writing as a system of representation and the construction of hypotheses about written language as well as the promote interaction with real materials of reading and writing."]},{"key":"dc:title","label":"Title","values":["Jogos digitais da plataforma MEC RED para a alfabetização: uma análise fundamentada na psicogênese da língua escrita"]}]}],"canonical_facts":{"dc:contributor.advisor":["Petry, Arlete dos Santos"],"dc:creator":["Silva, Maria José Moreira da"],"dc:date.accessioned":["2026-01-14T19:23:48Z"],"dc:date.available":["2026-01-14T19:23:48Z"],"dc:date.issued":["2025-08-25"],"dc:description.abstract":["Considering the educational reality of Brazil, whose illiteracy rates remain worrying, and the recognized contributions of digital games to learning, this research aims to answer the following research question: what are the potential contributions and limitations of the digital games available on the MEC Digital Educational Resources Platform for the literacy cycle? The main objective of this study is to investigate the potential contributions and limitations of digital games available on the MEC Digital Educational Resources Platform focused on the 1st and 2nd grades of basic education – inicial levels. To this, the study identified the digital games available on that platform for that target audience and developed a protocol for evaluating digital educational games for literacy. This study has as bases Alves (2016), Ferreiro (2011), Ferreiro and Teberosky (2007), Frade et al. (2018), Freire (1989, 2006), Kishimoto (2017), Leal (2020), Morais (2005, 2014, 2022), Petry (2014), Prensky (2012), Ramos and Pimentel (2021), Soares (2023, 2004a, 2004b), Weisz (2004, 2014) and as theoretical approach constructivist and socioconstructivist. This study is an applied research with a qualitative approach, and exploratory research with some bibliographic and documentary procedures. For the analysis of the selected games, it presents a Protocol for the Evaluation of Digital Educational Games for Literacy, based on psychogenesis of written language, and structured based on digital game assessment tools proposed by Coutinho (2017), Santos (2018) and Vilarinho and Leite (2015). Related to the results, those games present limitations as well as significant contributions to the literacy process. As limititations, this study analyzed those games do not explore the child's prior knowledge of written language, nor their structure are based on the writing levels of the psychogenesis of written language; in addition, most of them do not provide constructive feedback. Focusing on the contributions, among others, games allow children to actively participate in the process of constructing knowledge about written language, they promote an understanding of writing as a system of representation and the construction of hypotheses about written language as well as the promote interaction with real materials of reading and writing."],"dc:identifier.uri":["https://repositorio.ufrn.br/handle/123456789/67703"],"dc:language.iso":["pt_BR"],"dc:publisher":["Universidade Federal do Rio Grande do Norte"],"dc:rights":["Acesso Aberto"],"dc:subject":["Alfabetização","Psicogênese da língua escrita","Recursos educacionais digitais","Jogos educacionais digitais"],"dc:title":["Jogos digitais da plataforma MEC RED para a alfabetização: uma análise fundamentada na psicogênese da língua escrita"],"dc:type":["masterThesis"]},"updated_at":"2026-07-24T01:20:54Z"}