Oficinas pedagógicas como processo formativo em gamificação: percepções sobre as contribuições para a prática docente

Abstract

Gamification seeks to explore some elements that game designers use to engage and motivate players, and apply them to non-game experiences. The same benefits found in players in the act of playing are also verified in students who participate in gamified experiences in the educational area. Thus, the main objective of this research was to investigate the development of pedagogical workshops as a training process in gamification and its contribution to teaching practice. The present study was developed in a municipal public elementary school, and is characterized according to its objectives as a descriptive and exploratory research, and as to the method, as a pedagogical intervention research. The methodological course consisted of three stages. In the first, we sought to describe the context of the school and identify the concepts and practices related to technological resources. In the second, the profile of teachers and conceptions about gamification were investigated, as well as pedagogical workshops on gamification were promoted. In the third and last stage, we sought to analyze the perceptions of teachers about the formation. Therefore, the results were presented in the form of two manuscripts. In the first manuscript, the results indicated that the school has a limited technological structure, while teachers' understanding of technological resources is restricted, referring more to digital tools and new technologies. It was also found that in their pedagogical practices, teachers use diversified resources, however, with the purpose of illustrating the content, and showing it in a different way. In the second manuscript, the results showed that the teachers evaluated the pedagogical workshops as useful in acquiring knowledge on the subject, as well as considering that they intend to plan and apply activities with gamification in their classes, aiming to promote learning with engagement and motivation. Finally, we conclude that the pedagogical workshops was relevant, while it presented possible alternatives to be carried out within the reality of the school and its Community.