Do Latim ao Português nas Telas Digitais: Inovando no Ensino de Português Através do Storytelling Digital
Resumo
Este estudo investiga a aplicação do Storytelling Digital (SD) no ensino da história da língua portuguesa, focando na percepção dos estudantes sobre clareza, interesse, emoções e retenção do conteúdo. A atividade foi realizada com estudantes do ensino médio de uma escola pública federal, utilizando a narrativa “A Jornada de Zuri”, desenvolvida com a ferramenta Learner’s Journey Application (JoLApp), que cria narrativas educacionais por meio de IA generativa. A análise dos dados mostrou alto engajamento, mas também críticas sobre o ritmo e profundidade da narrativa. Os resultados destacam o potencial do SD para enriquecer o ensino e a importância de considerar o feedback dos estudantes para práticas pedagógicas mais eficazes.Referências
Barbeta, C. (2023). Digital narratives and multisemiotic texts: report on pedagogical intervention in portuguese language teaching. Texto Livre, 16:e46445.
Basili, V. R. (1992). Software modeling and measurement: the goal/question/metric paradigm. Technical Report CS-TR-2956, UMIACS-TR-92-9, University of Maryland.
Çetin, E. (2021). Digital storytelling in teacher education and its effect on the digital literacy of pre-service teachers. Thinking Skills and Creativity, 39:100760.
Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. psychometrika, 16(3):297–334.
Demirbas, I. e Sahin, A. (2023). The effect of digital stories on primary school students’ creative writing skills. Education and Information Technologies, 28(7):7997–8025.
DiFulvio, G. T., Gubrium, A. C., Fiddian-Green, A., Lowe, S. E., e Del Toro-Mejias, L. M. (2016). Digital storytelling as a narrative health promotion process: Evaluation of a pilot study. International quarterly of community health education, 36(3):157–164.
Ezzy, D. (2013). Qualitative analysis. Routledge.
Kasunic, M. (2005). Designing an effective survey.
Kim, D. e Li, M. (2021). Digital storytelling: Facilitating learning and identity development. Journal of Computers in Education, 8(1):33–61.
Liang, J.-C. e Hwang, G.-J. (2023). A robot-based digital storytelling approach to enhancing efl learners’ multimodal storytelling ability and narrative engagement. Computers & Education, 201:104827.
Maleki, A. e Sajjadi, S. (2012). The role of non-linear methods in teaching english for medicine: Example of storytelling. Journal of Applied Sciences, 12(18):1972–1977.
Ohler, J. B. (2013). Digital storytelling in the classroom: New media pathways to literacy, learning, and creativity. Corwin Press.
Oliveira, E. G. d. e Classe, T. M. d. (2024). Journey of learner application (jolapp)planejando aulas com storytelling digital educacional através de ia generativa. In Simpósio Brasileiro de Informática na Educação (SBIE), pages 1629–1644. SBC.
Özüdoğru, G. e Çakır, H. (2020). An investigation into the opinions of pre-service teachers toward uses of digital storytelling in literacy education. Participatory Educational Research, 7(1):242–256.
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational psychology review, 18:315–341.
Prensky, M. (2001). Digital natives, digital immigrants part 2: Do they really think differently? On the horizon, 9(6):1–6.
Robin, B. R. (2016). The power of digital storytelling to support teaching and learning. Digital education review, 1(30):17–29.
Ryan, A. W. e Aasetre, J. (2021). Digital storytelling, student engagement and deep learning in geography. Journal of Geography in Higher Education, 45(3):380–396.
Schrum, K. (2023). “expanding our pedagogical imagination”: Faculty experiences with scholarly digital storytelling across disciplines. International Journal for the Scholarship of Teaching and Learning, 17(1):16.
Schrum, L., Thompson, A., Maddux, C., Sprague, D., Bull, G., e Bell, L. (2007). Research on the effectiveness of technology in schools: The roles of pedagogy and content. Contemporary Issues in Technology and Teacher Education, 7(1):456–460.
Singh, M. N. (2021). Inroad of digital technology in education: Age of digital classroom. Higher Education for the Future, 8(1):20–30.
Souza, A. C. d., Alexandre, N. M. C., e Guirardello, E. d. B. (2017). Propriedades psicométricas na avaliação de instrumentos: avaliação da confiabilidade e da validade. Epidemiologia e serviços de saúde, 26:649–659.
Tzima, S., Styliaras, G., Bassounas, A., e Tzima, M. (2020). Harnessing the potential of storytelling and mobile technology in intangible cultural heritage: A case study in early childhood education in sustainability. Sustainability, 12(22):9416.
Wu, J. e Chen, D.-T. V. (2020). A systematic review of educational digital storytelling. Computers & Education, 147:103786.
Yang, Y.-T. C. e Wu, W.-C. I. (2012). Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: A year-long experimental study. Computers & education, 59(2):339–352.
Yin, R. K. (2015). Estudo de Caso-: Planejamento e métodos. Bookman editora.
Yu, B. e Wang, W. (2024). Transforming english pre-service teachers through a digital adventure: developing digital literacy and pedagogical skills. In Technology and English language teaching in a changing world: A practical guide for teachers and teacher educators, pages 125–142. Springer.
Basili, V. R. (1992). Software modeling and measurement: the goal/question/metric paradigm. Technical Report CS-TR-2956, UMIACS-TR-92-9, University of Maryland.
Çetin, E. (2021). Digital storytelling in teacher education and its effect on the digital literacy of pre-service teachers. Thinking Skills and Creativity, 39:100760.
Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. psychometrika, 16(3):297–334.
Demirbas, I. e Sahin, A. (2023). The effect of digital stories on primary school students’ creative writing skills. Education and Information Technologies, 28(7):7997–8025.
DiFulvio, G. T., Gubrium, A. C., Fiddian-Green, A., Lowe, S. E., e Del Toro-Mejias, L. M. (2016). Digital storytelling as a narrative health promotion process: Evaluation of a pilot study. International quarterly of community health education, 36(3):157–164.
Ezzy, D. (2013). Qualitative analysis. Routledge.
Kasunic, M. (2005). Designing an effective survey.
Kim, D. e Li, M. (2021). Digital storytelling: Facilitating learning and identity development. Journal of Computers in Education, 8(1):33–61.
Liang, J.-C. e Hwang, G.-J. (2023). A robot-based digital storytelling approach to enhancing efl learners’ multimodal storytelling ability and narrative engagement. Computers & Education, 201:104827.
Maleki, A. e Sajjadi, S. (2012). The role of non-linear methods in teaching english for medicine: Example of storytelling. Journal of Applied Sciences, 12(18):1972–1977.
Ohler, J. B. (2013). Digital storytelling in the classroom: New media pathways to literacy, learning, and creativity. Corwin Press.
Oliveira, E. G. d. e Classe, T. M. d. (2024). Journey of learner application (jolapp)planejando aulas com storytelling digital educacional através de ia generativa. In Simpósio Brasileiro de Informática na Educação (SBIE), pages 1629–1644. SBC.
Özüdoğru, G. e Çakır, H. (2020). An investigation into the opinions of pre-service teachers toward uses of digital storytelling in literacy education. Participatory Educational Research, 7(1):242–256.
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational psychology review, 18:315–341.
Prensky, M. (2001). Digital natives, digital immigrants part 2: Do they really think differently? On the horizon, 9(6):1–6.
Robin, B. R. (2016). The power of digital storytelling to support teaching and learning. Digital education review, 1(30):17–29.
Ryan, A. W. e Aasetre, J. (2021). Digital storytelling, student engagement and deep learning in geography. Journal of Geography in Higher Education, 45(3):380–396.
Schrum, K. (2023). “expanding our pedagogical imagination”: Faculty experiences with scholarly digital storytelling across disciplines. International Journal for the Scholarship of Teaching and Learning, 17(1):16.
Schrum, L., Thompson, A., Maddux, C., Sprague, D., Bull, G., e Bell, L. (2007). Research on the effectiveness of technology in schools: The roles of pedagogy and content. Contemporary Issues in Technology and Teacher Education, 7(1):456–460.
Singh, M. N. (2021). Inroad of digital technology in education: Age of digital classroom. Higher Education for the Future, 8(1):20–30.
Souza, A. C. d., Alexandre, N. M. C., e Guirardello, E. d. B. (2017). Propriedades psicométricas na avaliação de instrumentos: avaliação da confiabilidade e da validade. Epidemiologia e serviços de saúde, 26:649–659.
Tzima, S., Styliaras, G., Bassounas, A., e Tzima, M. (2020). Harnessing the potential of storytelling and mobile technology in intangible cultural heritage: A case study in early childhood education in sustainability. Sustainability, 12(22):9416.
Wu, J. e Chen, D.-T. V. (2020). A systematic review of educational digital storytelling. Computers & Education, 147:103786.
Yang, Y.-T. C. e Wu, W.-C. I. (2012). Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: A year-long experimental study. Computers & education, 59(2):339–352.
Yin, R. K. (2015). Estudo de Caso-: Planejamento e métodos. Bookman editora.
Yu, B. e Wang, W. (2024). Transforming english pre-service teachers through a digital adventure: developing digital literacy and pedagogical skills. In Technology and English language teaching in a changing world: A practical guide for teachers and teacher educators, pages 125–142. Springer.
Publicado
24/11/2025
Como Citar
OLIVEIRA, Eduardo Gomes de; CLASSE, Tadeu Moreira de; BARBOSA, Luiz Guilherme Ribeiro; CASTRO, Ronney Moreira de.
Do Latim ao Português nas Telas Digitais: Inovando no Ensino de Português Através do Storytelling Digital. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 36. , 2025, Curitiba/PR.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2025
.
p. 759-772.
DOI: https://doi.org/10.5753/sbie.2025.12653.
