Student Authorship and Teacher Mediation in a Gamified Teaching Strategy: Narratives of an Experience in Teaching Reading and Writing in Elementary Education
DOI:
https://doi.org/10.35819/tear.v15.n1.a8215Abstract
The teaching of reading and writing in schools faces challenges related to the conditions of teaching work, curricular guidelines, and contemporary forms of pedagogical regulation. This article focuses on a gamified didactic experience developed in the Reading and Writing curricular unit with 8th-grade students from a public school in the state of Paraná. The aim was to understand signs of student authorship and teacher mediation in the context of implementing this strategy. The investigation was conducted from the perspective of formation-research, taking the experience narratives produced by the teacher and students as both analytical material and a reflective device for examining pedagogical practice. The results indicate that the gamified initiative fostered processes of participation, creation, and appropriation of reading and writing, as evidenced by the production of games inspired by the literary work studied, with the consequent formation of a learning experience associated with the expansion of repertoire, comprehension, and the construction of meaning. It is concluded that these processes were sustained by teacher mediation, which was responsible for organizing, monitoring, and assigning pedagogical meaning to the tasks carried out. The self-writing narratives produced throughout the proposal functioned not merely as descriptive records, but as instruments of elaboration, interpretation, and reframing of lived experience, making visible the formative processes that were constructed.
Keywords: School education. Gamification. Student-Led Learning. Teacher-Led Facilitation.
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