Proposta de diferenciação pedagógica do jogo “Desenvolvendo a consciência morfológica” para escolares com déficits linguísticos

Rafael Rossi de Sousa; Márcia Maria Peruzzi Elia da Mota

doi:10.51207/2179-4057.20260023

Authors

Rafael Rossi de Sousa Pontifícia Universidade Católica do Rio de Janeiro
Márcia Maria Peruzzi Elia da Mota Universidade do Estado do Rio de Janeiro

DOI:

https://doi.org/10.51207/2179-4057.20260023

Keywords:

Morphological Awareness, Metalinguistic Skills, Language Deficits, Pedagogical Differentiation, Pedagogical Adaptation, Pedagogical Materials

Abstract

This article proposes the pedagogical differentiation of the game “Developing Morphological Awareness” for schoolchildren with language deficits, aiming to promote the development of morphological awareness, a metalinguistic skill essential for literacy and spelling. Based on a content analysis of the original material and a literature review on morphological awareness and language deficits, the specific needs of children with learning difficulties were identified, and adaptations to the game were proposed to improve its usability and effectiveness. The method included the analysis of the game, a literature review, and the proposition of modifications based on scientific evidence, such as the Universal Design for Learning (UDL). The suggested adaptations include simplifying the rules, adding visual supports, and introducing complementary activities, organized into difficulty levels (Explorer, Conqueror, and Adventurer). The results indicate that the adaptations can facilitate the development of morphological awareness in children with language deficits, contributing to overcoming learning difficulties. It is concluded that the pedagogical differentiation of existing materials is a viable and effective strategy for promoting educational inclusion and academic success for students with specific needs.

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