Banca de DEFESA: ESTELITA ALVES DE SOUZA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : ESTELITA ALVES DE SOUZA
DATE: 26/02/2026
TIME: 15:00
LOCAL: VIRTUAL
TITLE:

KAHOOT AND VIDEO: the use of ICTs to promote the reading of Machado de Assis in High School

KEY WORDS:

Literary reading; Machado de Assis; ICTs.

PAGES: 138
BIG AREA: Lingüística, Letras e Artes
AREA: Letras
SUMMARY:

Given a scenario marked by a decline in the practice of reading canonical literary texts and the increasingly intense presence of digital technologies in the daily lives of young people, this study aimed to understand how Digital Information and Communication Technologies (DICTs) could contribute to promoting the reading of Machado de Assis's work. The hypothesis was that the use of videos and the gamification platform Kahoot could favor student engagement and contribute to the construction of meaning in the reading of Machado's short stories. The theoretical framework was based on the contributions of Cosson (2022), Moran (2007), and Munita (2024). The work began with the planning and structuring of a Didactic Sequence based on what Cosson (2022) calls an Expanded Didactic Sequence, with the inclusion of videos and the Kahoot gamification platform. The work focused on the book "Várias histórias" (1896) by Machado de Assis, especially the short stories "Um Apólogo" and "Uns Braços". The research was conducted with a class of 32 first-year high school students from a public school in the state of Minas Gerais, located in the city of Betim. The methodology adopted was qualitative research of an applied nature, with a descriptive and interpretative approach, and the data were analyzed using Bardin's (2011) Content Analysis. In this process, the researcher was present in the classroom primarily as a participant observer, recording the students' interactions and perceptions. The data showed that young readers have significant difficulties reading Machado de Assis's short stories. Given this scenario, shared reading, the use of games and videos proved to be relevant strategies for working with the texts. Considering the difficulties in understanding the texts presented during the research, it is inferred that this is one of the main reasons for the existing gap between the literary canon and the young reader. In light of the analyzed data, it is concluded that the use of videos and the Kahoot platform can contribute to the development of reading skills among high school students in the study of Machado de Assis's work, in a mediated, partial way, dependent on teacher intervention. The data indicate that such resources can act as mediators in the reading process, especially regarding engagement and meaning-making. For teachers, the research points to possible paths for working with literature in dialogue with students' daily lives, considering the limits and real conditions of school practice. Within the scope of research that articulates literary reading and ICTs, the study reaffirms a perspective that does not defend technology itself, but its pedagogical use as support for teacher mediation and reader development.

COMMITTEE MEMBERS:
Presidente - CLAUDIA MARA DE SOUZA
Interna - MARTA PASSOS PINHEIRO
Externa ao Programa - SUELEN ERICA COSTA DA SILVA