TEACHING ANGLOPHONE LITERATURE THROUGH ELECTRONIC GAME NARRATIVES

Abstract

The incorporation of digital technologies in the educational context was analyzed as a response to contemporary teaching demands, especially regarding English Language instruction in High School. In this scenario, electronic games were observed to play a relevant role by providing interactive and meaningful environments in which language was used in a contextualized manner. These resources were found to contribute to reducing students' anxiety, encouraging active participation, and fostering the development of speaking, reading, and writing skills. Furthermore, the potential of narratives present in games was highlighted as a facilitating element in the learning of Anglophone Literature, promoting immersive and engaging experiences. In this context, the study aimed to discuss the importance of using electronic games in teaching Anglophone Literature in High School. The study was characterized as a bibliographic research, developed through the analysis of scientific articles, books, and academic productions available in digital databases. The investigation was conducted by selecting relevant materials on the topic, using terms related to gamification, Anglophone literature, and English language teaching, including studies in Portuguese and English. The results indicated that electronic games, especially those structured around narratives, enhanced learning by promoting greater engagement, interaction, and student autonomy. It was also evidenced that these resources contributed to the development of critical thinking and linguistic competencies. In addition, the importance of the teacher's role as a mediator in the use of these technologies was emphasized. Finally, further research focused on the application of gamified practices in the educational context was suggested.