Explorando os processos de formação de palavras a partir do jogo Propagame

Abstract

The current context of Portuguese language classes in Brazilian schools implies the need for practices that can attract the student's attention, since the ways of approaching this discipline are sometimes not aligned with what the student wants to find in these moments of learning. Therefore, initially, critical points were identified correlated to the teaching-learning of the specific content of word formation processes, emphasizing derivation and composition. The starting point adopted was the analysis of what the official documents on the teaching of the lexicon recommended (the National Curriculum Parameters (PCN), the National Common Curricular Base (BNCC), the Curriculum of the State of Sergipe). Then, we analyzed the 9th year Portuguese language textbook Para Viver Juntos (PAIVA et al., 2015), approved in the 2016 National Textbook Program (PNLD), which is used at the Leandro Maciel State College (CELM), located in Rosário do Catete, which is the locus of development of our Final Conclusion Work (TCF). In contrasting the official documents with the textbook, we pointed out some gaps (LISKA, 2018) and, based on them, our objective was based on making a learning object in the form of an Educational Electronic Game (JEE) that would allow the student, in a more dynamic way, studying the Portuguese language not only as a system of memorable norms and rules, but also focusing attention on its daily use (VIEIRA, 2017; ANTUNES, 2014). The created JEE, called Propagame, is based on the three axes for teaching grammar established by Vieira (2017). Taking advertisements and advertisements as a textual basis, the JEE articulates textual genre with grammatical content word formation processes (GONÇALVES, 2008), aiming to fill this gap left by LD (LISKA, 2018) and make the classes of this discipline more attractive, thus helping to minimize the stigmatized view that Portuguese is difficult. After the application of Propagame, it was concluded that the vision of difficult language can be de-stigmatized. The performance of students in the game demonstrated that it is possible to learn in a different and enjoyable way (SILVA; SALES; CASTRO, 2019). Finally, the objective of taking the student to become more interested in Portuguese was achieved, as demonstrated in the students' diaries in which they registered their impressions about the use of the game in class.