Banca de QUALIFICAÇÃO: TÁLISON SADRAK DE OLIVEIRA

THE EFFECTIVENESS OF DIGITAL GAMES IN LANGUAGE TEACHING: THE USE OF THE FREE FIRE GAME FOR 

                                              COMMUNICATION IN SPANISH LANGUAGE

Digital Games; Free Fire; Teaching and learning; Spanish language; Communication.

In language teaching, we still encounter the frequent use of traditional methods that do not facilitate communication, such as teaching materials for teaching the Spanish language, which prioritize the approach to grammatical topics. Also considering the presence of digital games, particularly the Free Fire game, as a target of interest for students, this study aims to communicate in Spanish through the game in focus. Thus, the research question revolves around answering how to use the Free Fire game for communication in Spanish. With the increasing use of Digital Communication and Information Technologies (DICT) as educational support, potentially digital games, our general objective is to understand the effects of using the online digital game Free Fire on learning language practices for oral communication in the Spanish language. As specific objectives, we have: i) Analyze the linguistic potential of the digital game Free Fire, through observation of online chats; ii) Plan didactic sequences that aim to practice language for oral communication in Spanish, based on the digital game in focus; iii) Identify the learning of oral communication in Spanish by students in the 1st year of high school who will be communicating in the language in online chats in digital games. In the theoretical foundation, we seek meaningful learning, based on social interaction, relying on Vygotsky (1991), Ausubel (2003) and Freire (1987; 2011). Regarding the use of digital games in education, we look for Prensky (2012), Petry (2010), Bahia (2010), and also, regarding the teaching of Spanish and its relationship with TDIC, we have Lobato (2018), Rojo (2013) , Almeida (2009) and documentary bases that govern the Brazilian educational system. The methodology of this work is supported by Sampieri, Collado and Lucio (2013), Prodanov and Freitas (2013) and Gil (2002). The research data will be recorded in student profile recognition forms, observation sheets of participants' behavior and oral practice during matches, in addition to student logbooks and classroom communication circles. The final technical product of this investigation is a teaching guide with didactic sequences (SD) and a text that briefly describes the context of the study, as well as its theoretical-methodological bases.