Reading and writing in the literacy process: the GraphoGame app from the perspective of new literacies

The use of apps in the acquisition of reading and writing in the literacy process can stimulate the development of skills and a taste for learning in an innovative way. Thus, this research is justified by the need of investigating the new literacies in the educational app GraphoGame, , due to the importance of this resource in presenting new ways of learning to read and write in the Portuguese language literacy process. This study aims to analyze the app GraphoGame as a digital learning object (DLO) from the perspective of new literacies. The research is theoretically based on Ara & uacute;jo (2013), Lankshear and Knobel (2007), Leffa (2006), Rojo (2017), Rosa (2016) and Souza (2021), among others. About the methodology we adopt a qualitative approach, complemented by descriptive, documentary and applied research. The results show that GraphoGame is an alternative for incorporating games into the school environment, especially with people in the process of linguistic development, contributing mainly to the development of phonological awareness, graphophonemic correspondence and decoding skills. As for the other aspects of the app: motivation and engagement, immediate feedback, personalized learning, multisensory support, preparation for independent reading as well as inclusion and accessibility converge more directly with the new literacies. We conclude that the GraphoGame app as a digital learning object from the perspective of the new literacies provides the manifestation of a new ethos and it is inserted in a new mentality, constituting as an educational and technological tool for promoting reading and writing skills in a digital culture.