To accentuate or not to accentuate, that is the question

Abstract

This article aims to present the development of digital and analog games to be used in portuguese language classes. The focus is on resolving and/or mitigating deviations from the current reference standard, in order to improve writing. As a theoretical framework, the works of Fernandes (2010), Macedo et al. (2000), Boal (2009), Vasconcellos (2003) and Volpato (2017). The starting point was the following hypothesis: if portuguese language teachers used games to teach, in practice, homonymy and graphic accentuation rules, the distances from the current reference standard would be alleviated, at least the most recurrent ones, identified in the students textual productions. It is concluded that games can be used as pedagogical tools, since they mobilize mental schemes that stimulate thinking and the ordering of time and space; integrate several dimensions of personality; favor the acquisition of cognitive behaviors and the development of skills.