Novas Configurações de Papéis e Engajamento na Produção Textual via Sequência Didática e Percurso Gamer

Abstract

This study, adopting a qualitative approach (Minayo, 1994) and grounded in the interactionist perspective of language and discourse (Geraldi, 2011; Koch & Elias, 2008), reflects on the (re)signification of teaching written and oral text production through the articulation of the Didactic Sequence methodology (Swiderski; Costa-Hübes, 2009) and the concept of the Gamer Route (Chinaglia, 2020). It also problematizes the roles of teachers and students, as well as the modes of pedagogical mediation emerging from this approach. The analysis is based on the didactic sequence and instructional materials developed by Gonçalves (2024), from which reflections on this methodological possibility are expanded. Findings suggest that this articulation can enhance student engagement by integrating narrative, gradual challenges, and interactive elements, thereby creating a more immersive and engaging learning environment. At the same time, pedagogical roles are redefined: the teacher assumes the roles of Curator, Guide, and Character within the narrative, while the student engages in Authorship, decision-making, and critical rewriting, actively participating in meaning-making.