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RESUMO :As discussoes em âmbito academico que consideram o potencial dos jogos digitais para alem do entretenimento tem ganhado relevância e se tornado mais frequentes. A presenca da tecnologia e, consequentemente, dos games, na vida dos jovens e uma realidade da qual os professores podem se valer para promover aulas, conteudos e atividades mais envolventes (GEE, 2009; LEFFA; PINTO, 2014), que suscitem nos estudantes o prazer pela busca do conhecimento, o senso colaborativo e a autonomia, requisitos de especial importância em um mundo em que muitas das relacoes humanas sao mediadas por dispositivos eletronicos. No que se refere ao ensino de linguas, foco deste estudo, os games tem se mostrado um recurso valioso, especialmente porque permitem a abordagem dos fatos linguisticos de forma contextualizada. Neste artigo, reflete-se sobre o uso de jogos eletronicos no ensino de lingua portuguesa; especificamente, no ensino de generos textuais orais e escritos. Enfatiza-se a concepcao sociointeracional da linguagem (KOCH, 2006) e a nocao de acao social (MILLER, 2009) que revestem nao so os generos textuais, mas tambem os games, uma vez que ambos constituem artefatos culturais por meio dos quais os individuos agem socialmente. Visando ressaltar as relacoes que podem ser estabelecidas entre jogos digitais e ensino de lingua portuguesa, tecem-se consideracoes sobre conteudos linguisticos que podem ser explorados por meio do jogo Life is Strange. PALAVRAS-CHAVE : ensino; lingua portuguesa; generos textuais; acao social; jogos eletronicos. ABSTRACT : Academic discussions that consider the potential of digital games beyond entertainment have gained relevance and become more ubiquitous these days. The presence of technology, and consequently of games, in the lives of young people is a reality that teachers can take advantage of to promote more engaging lessons, contents and activities (GEE, 2009; LEFFA; PINTO, 2014) that could provide students with pleasure in the search for knowledge, collaborative sense and autonomy, which are requirements of special importance in a world mediated by digital electronic devices that permeate human relations. Regarding language teaching, focus of this study, games have proved to be a valuable resource, especially because they allow an approach to linguistic facts in a contextualized way. This paper then proposes a reflection on the use of electronic games in Portuguese language teaching, specifically in the oral and written textual genres teaching. It emphasizes the socio-interactional conception of language (KOCH, 2006), as well as the notion of social action (MILLER, 2009) that covers not only textual genres but also games, since both of them constitute cultural artifacts through which individuals can act socially. In order to highlight the relations that can be established between digital games and Portuguese language teaching, some considerations are made about linguistic contents that can be explored through the game Life is Strange. KEYWORDS : teaching; Portuguese language; textual genres; social action; electronic games.

Jogos eletrônicos e ensino de língua portuguesa: algumas reflexões / Electronic games and Portuguese language teaching: some reflections