A gamificação como recurso didático para aprendizagem de língua portuguesa no ensino médio.

Abstract

Contemporary teaching is marked by the rediscovery of the way of teaching and learning, due to the dynamism of society, in which changes occur quickly and constantly, mediated by technological development that, increasingly, influences the daily and the way of being in the world of people. For youth, this is further enhanced, as digital culture is inextricably linked to youth cultures. Thus, this study aims to analyze whether gamification, use of tools or game dynamics in non-game environments - in this case, in education - is useful for teaching and learning Portuguese in high school, as well as whether this method it can assist in the resolution or improvement of the pedagogical needs of the school work and the digital literacy of the students. To this end, research was carried out in a class of 1st grade of high school in a public school, developed through a didactic sequence, guided by a central theme "Discoloring prejudice"; which addressed racism. This sequence was applied based on a hybrid teaching proposal, mixing moments in the classroom and using the social networks Facebook / Instagram to carry out virtual gamified challenges, which consisted in the production and dissemination of the digital circulation genre. The challenges stimulated the students' engagement in the learning process and elements such as competition, cooperation and rewards were used, with clear instructional goals, so that the students had autonomy in the process of building their knowledge. As a result, from the observation and feedback of the students, although with the recognition that gamification is not a panacea, nor the solution to all contemporary educational problems, it presents itself as a viable, fruitful, and efficient alternative, although planned and associated with other methods, since the use of a new pedagogical resource does not necessarily replace the existing ones.