DIGI-ALFA – Biblioteca digital de práticas pedagógicas alfabetizadoras inovadoras com jogos digitais: um estudo sobre a percepção dos professores da rede municipal de ensino de Fortaleza

Abstract

This study investigates the adoption of digital educational games in the teaching practices of literacy teachers within the context of Digital Information and

Communication Technologies (DICT), aiming to develop a digital library of literacy- oriented pedagogical practices in the form of an interactive website. The research is

grounded in theoretical frameworks that address digital educational games, discussing their conceptualization, classification, potentialities, risks of pedagogical appropriation, and the role of digital libraries in supporting teaching practice. Methodologically, this is an applied study with a qualitative, descriptive-exploratory approach, developed through an analysis of the teaching practices of 26 teachers working in the early years of elementary education in the municipal school system of Fortaleza, across three schools located in the Grande Pirambu neighborhood. Data collection was carried out through a questionnaire administered in December 2025. The results reveal a teaching profile predominantly female (73.1%), with an average age of 42 years and academic training in Pedagogy. Regarding the use of digital games, half of the teachers reported not using them in their pedagogical practice, citing structural limitations such as poor internet access, lack of equipment, and insufficient continuing professional development. The other half reported using digital games occasionally, highlighting the use of Wordwall. It was observed that digital games specifically designed for literacy, such as “Luz do Saber” and “Letrando”, although frequently mentioned in the literature, were not cited by the teachers, indicating a lack of awareness of these tools. As an educational product, a digital library of educational games focused on literacy was developed as a strategy to support teaching practice. It is concluded that the use of

digital games in the literacy process remains limited due to structural and training- related factors, and that the proposed educational product may contribute to expanding

the pedagogical repertoire of literacy teachers.