Leitura e escrita no processo de alfabetização: o aplicativo GraphoGame na perspectiva dos novos letramentos

Abstract

The use of apps in the acquisition of reading and writing in the literacy process can stimulate the development of skills and a taste for learning in an innovative way. Thus, this research is justified by the need to investigate the new literacies in the educational application GraphoGame, due to its importance in presenting new ways of learning to read and write in the Portuguese language literacy process. This study aims to analyze the GraphoGame application as a digital learning object (DLO) from the perspective of new literacies. The research is theoretically based on Araújo (2017), Lankshear and Knobel (2007), Leffa (2006), Rojo (2017), Rosa (2016) and Souza (2021), among others.  The methodology adopts a qualitative approach, complemented by descriptive, documentary and applied research. The results show that GraphoGame is an alternative for incorporating games into the school environment, especially with people in the linguistic appropriation phase, contributing mainly to the development of phonological awareness, graphophonemic correspondence and decoding skills. As for the other aspects of the app: motivation and engagement, immediate feedback, personalized learning, multisensory support, preparation for independent reading and inclusion and accessibility converge more directly with the new literacies. We conclude that the GraphoGame app as a digital learning object from the perspective of the new literacies provides the manifestation of a new ethos and is inserted in a new mentality, constituting an educational and technological tool for promoting reading and writing skills in digital culture.