A GAMIFICAÇÃO NA ESCOLA PÚBLICA SOBRE O CORAZONAR DA PROFESSORA-PESQUISADORA

Abstract

Active methodologies (AM) have stood out in education, promoting interactive and dialogic learning (Neves, 2018). Through a literature review of this approach, we identified a critical perspective that associates knowledge with transformations in the world (Carvalho, 2018). However, when we turn to gamification, a type of MA that uses game design in non-game environments (Alves, 2015), we understand that it can have a neoliberal character in education, as it was founded as a marketing strategy. In the wake of this discussion, the general objective of this study is to investigate how three teachers from two public schools in Campo Grande-MS conceive of gamification in the classroom, considering the plurality of interpretations of the theory (neoliberal logic/interactive approach and dialogical/critical-reflective approach), and how two gamified projects were carried out with students from two seventh grade classes. In order to achieve this, the research has the following specific objectives: i) to observe under what circumstances the professionals created the projects; ii) to analyze the characteristics of the gamified projects, through the records of the teacher developers (didactic sequence, feedback, evaluations, photos, among other media possibly used); iii) to discuss the possible interpretations of gamification, through how the teachers say they applied the projects; iv) to analyze the results of the projects, from the teachers' point of view; how the protagonism of the students in the projects worked or didn't work. We looked at two proposals for gamified teaching projects that had already been implemented, developed from the perspective of the professionals involved, in the science subjects, in 2017, in one school, and all subjects in the other school, in 2019, both with students in the seventh grade of elementary school two. One is in the Tijuca region and the other is in the Centro-Oeste neighborhood. Based on these proposals, the teacher-researcher of this work presents a case study (Yin, 2001) and the reflections of its realization in her school-academic practices, through corazonar (Guerrero Arias, 2010) and reflexive self-criticism (Takaki, 2019). We used a qualitative approach, with an interpretive perspective (Denzin; Lincoln, 2000; Lankshear; Knobel, 2008), in the light of INdisciplinary Applied Linguistics (Moita Lopes, 2006), with semi-structured interviews with the teachers involved in the projects and documentary analysis (didactic sequence, feedback, evaluations, photos, among other media possibly used). Considering the plurality of discussions on gamification theory (neoliberal logic/interactive and dialogical/critical approach), we observed that, when it reaches public schools, this discussion gains more intensity, because, based on market-based educational approaches (Ball, 2014), conditioning students to solve tasks is to refute a social definition of active methodology that considers the student's critical sense and critical teacher training for social justice (Kalantzis; Cope, 2008), permeated by a corazonar that breaks with the kidnapping of the bodies, subjectivities, and minds of teachers and students.