Jogo como ferramenta de aprendizagem de língua inglesa

• Autor(a) principal: Mariano, Ana Paula
• Data de Publicação: 2013
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/30026
• topic: CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUAS ESTRANGEIRAS MODERNAS; Língua inglesa; Inclusão; Interação; Game; The English language; Inclusion; Interaction

The objective of this study is to analyse the playful activity, the game, in English classes as a tool that enables interaction between students and knowledge construction. The central axis of the study focuses on the participation in the gamesof students with age / grade lag, students with special needs, such as dyslexia and students who present no difficulty short series that are attending. As a theoretical background, this research uses concepts of Vygotsky (1930/1998) about the zone of proximal development and interaction among participants, the types of knowledge tackled in the National Curriculum Parameters - Foreign Language (Brazil, 1998), Law No. 9394, of 20 December 1996 laying down guidelines and national education bases (LDB) and the importance of play during class (Teixeira,1995). The results from the data analysis revealed that the game fosters interaction between its participants, regardless of any special needs or age / grade lag