The guessing game at school: a study connecting universities and schools, brazilian states, areas of knowledge, and remote and face-to-face modalities
une étude réunissant des universités et des écoles, des États brésiliens, des domaines de la connaissance et des déplacements à distance et en personne
DOI:
https://doi.org/10.5007/2175-795X.2025.e105286Keywords:
Guessing game, Reading strategies, Linguistic awarenessAbstract
This article presents a study supported by the National Council for Scientific and Technological Development (CNPq), conducted during the COVID-19 pandemic, and focused on the reading difficulties of Brazilian Elementary School students (EFI). Approved by the Ethics Committee (Opinion No. 5.550.193/CAEE 58871422.0.0000.0118) and monitored by the Universidade do Estado de Santa Catarina (UDESC), the study investigated the contributions of workshops using technology-based reading materials to foster the use of and awareness of the guessing game among final-year EFI students, thereby advancing research in this field. Given the breadth of the project, this paper concentrates on 4th- and 5th-grade students and the use of the fable genre in the design and implementation of teaching materials, reporting on the processes, strategies, and outcomes. Grounded in Psycholinguistics—particularly cognition and metacognition, text comprehension, and reading strategies with emphasis on the guessing game (its use and awareness of its use)—and supported by Technology, the study places the interaction of these elements at the center of its development. Researchers, teachers, and students from universities and schools in Rio Grande do Norte (RN), Bahia (BA), and Rio Grande do Sul (RS) participated. Combining quantitative and qualitative approaches, the study gathered empirical data, analyzed them using frequencies and percentages, and used these results as the basis for descriptions and comparisons. Data were collected on teachers’ perceptions, students’ performance before and after the workshops, and their reflections at the end of the study. Findings pointed to necessary adjustments in the teaching materials and instruments, as well as strong adherence to the proposed activities. Results also showed students’ progress in using the guessing game and related reading strategies, alongside greater awareness of their application, with performance differences observed by grade level. Reflections combining theoretical foundations, procedures, and outcomes suggest the study’s relevance for classroom practice and for advancing research on reading instruction.
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