Gamificação como estratégia de ensino: uma análise das mudanças nas práticas educativas

• Ano de defesa: 2024
• Autor(a) principal: Siqueira, Fernanda Duarte
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• dARK ID: ark:/26339/001300001c5qn
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação; UFSM; Programa de Pós-Graduação em Educação; Centro de Educação
• Palavras-chave em Português: Gamificação; Práticas educativas; Estratégias de ensino; Gamification; Educational practices; Teaching strategies; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/34103

In education, the integration of educational technologies as auxiliary resources in the teaching-learning process is becoming increasingly common. Among these innovations, gamification is emerging as a strategy that incorporates game elements into school activity contexts, with specific pre-defined objectives. This approach aims to arouse students' interest, engage them and motivate them to achieve certain goals. In this context, the aim of this research was to analyze changes in the educational practices of teachers who have used gamification as a teaching strategy. To do this, a systematic review of the literature was carried out in CAPES journals, BDTD, Semantic Scholar, delimited by the period from 2019 to 2024, in order to contextualize the theme and define the variables to be compared in our work. The methodology applied is characterized as a descriptive study with a qualitative approach. Questionnaires were administered to teachers in order to investigate gamification as a teaching strategy, based on their own perceptions. The data collected was analyzed according to Bardin's content analysis method, evaluating the participants' responses and the results of the review. The study revealed that gamification, as a teaching strategy, has the potential to transform educational practices, promoting greater student engagement and creating dynamic and interactive teaching environments. In addition, it was highlighted that gamification, when aligned with the needs and specificities of students, proves to be effective, encouraging greater active participation by students in the proposed activities. Despite the positive impact, challenges were highlighted, such as the lack of specific training and difficulties in adapting to the technologies. This highlights the need for educational policies that promote continuing training and support for teachers, consolidating innovative strategies for contemporary education. Finally, based on the results obtained, we recommend the development of programs that integrate technology into the educational environment, adapted to the context of schools, consolidating the use of gamification as a teaching strategy, contributing to the improvement of new educational practices for teachers.