A jornada mágica de Sofia no reino dos gêneros textuais: um recurso educacional digital para a alfabetização e o letramento nos anos iniciais do ensino fundamental

Abstract

This study addresses the development and application of the Digital Educational Resource (DER) "Sofia's Magical Journey in the Kingdom of Textual Genres," conceived from a Gamified Interactive Narrative (GIN) focused on literacy and reading comprehension for students in the early years of elementary school. It starts from the understanding that the appropriation of reading and writing practices is fundamental to the formative path in Basic Education, considering, in this context, the potential of technologies when intentionally integrated into pedagogical practices. The research objective was to develop and implement a web-based DER capable of increasing student engagement and promoting the appropriation of different textual genres. This is a mixed-methods (qualitative and quantitative) investigation, conducted in a municipal public school in Fortaleza, involving teachers and students. Data collection instruments included semi-structured interviews, questionnaires, and monitoring the application of the DER. Data analysis was conducted based on the assumptions of Bardin's Content Analysis. The results show that the use of OER (Open Educational Resources) contributed to greater student engagement in the proposed activities, reflecting in advances in reading, writing, and text comprehension practices. It is observed that students began to consider and use different text genres with more confidence, in addition to demonstrating greater autonomy during the activities. The OER proposal, reinforced by playful elements and the logic of gamification, proved relevant in sparking interest and strategically demonstrated its effectiveness in motivating students, re-signifying pedagogical practices and expanding the possibilities for teacher mediation. From the teacher's point of view, the resource was perceived as a concrete possibility for diversifying pedagogical practices and strengthening learning. Therefore, it is concluded that OER presents itself as a consistent alternative to support literacy processes, by articulating technology, playfulness, and work with text genres in a didactic proposal consistent with the contemporary demands of education. The results reinforce the importance of the planned use of digital educational resources in the school context, contributing to the development of more independent, critical, creative, and participatory students.