A importância das metodologias ativas: sala invertida e gamificação ultilizadas no ensino de Língua Portuguesa voltadas para produção textual

Abstract

Active methodologies are being applied more and more in schools, as they provide means for students to understand the proposed content and identify in it the characteristics of the subjects addressed in the classroom through the didactics applied by each teacher. In addition, it should be taken into account that formal education is undergoing changes whose purpose is to extend to the student public teaching techniques that can meet expectations as learners. However, it is necessary for contemporary educators to use more active methodologies in the classroom, in order to expose contents that can be assimilated with clarity and so that there is an understanding of the study material used in the teaching of the Portuguese language used in the production text, mainly through the use of active methodologies. Therefore, this article aims to evaluate whether or not the active methodologies used in teaching the Portuguese language are contributing to the development of the textual production of students at a State Elementary School in the Municipality of Manicoré - AM. With that in mind, we will work on the importance of active gamification and inverted classroom methodologies applied in Portuguese language teaching focused on textual production in order to work on writing, orality and the construction of coherent texts, which are read with more clarity and perception of world. As a theoretical basis, studies by Mattar (2017), Borges (2018) and Barbosa et al Wolfgramm (2021), Kaufman (1995) and Reis (2009) were used.