Gamificação como prática pedagógica docente no processo ensino e aprendizagem na temática da inclusão social

Abstract

Given the need for elementary school teachers in having a pedagogical tool that could assist your practice in the context of inclusive education, this study aims to verify the potential of gamification as an educational tool and demonstrate the possibility of inclusion and socialization of the person with disabilities. To do this, it developed and implemented an educational product to students on the theme of social inclusion: the Incluplay game in order to help teachers convey to students the regular public school system the situations experienced and faced by persons with disabilities, and employed as a facilitator in the teaching and learning of the subject social inclusion. The work includes literature for the production of theoretical, field research and quantitative analysis of the results. It was carried out in two stages fieldwork in Maringá / PR, first with students from 6th and 7th grade of elementary school and then with teachers, both regular public and quantitative analysis in the form of application of the product educational students and electronic questionnaire to teachers. Finally, we conclude that the use of gamification as a teaching resource is a valuable tool for teachers in the educational process and, in the case of Incluplay game, helps promote socialization and contribute to social inclusion in the school context.