O uso da gamificação como organizador prévio no gênero conto

Abstract

Among the active methodologies that place students at the center of learning, gamification stands out for using elements such as challenges, rewards, cooperation, and healthy competition, which encourage student engagement. The objective of this study is to analyze Gamification as a pedagogical resource for the development of textual interpretation in Portuguese language teaching in the final years of elementary school. This is a qualitative and interpretive study, developed in an 8th- grade class at a public school located in the municipality of Telêmaco Borba, Paraná. The investigation is based on bibliographic research and a pedagogical intervention consisting of six lessons on the short story genre, developed through a Gamification proposal associated with Creative Learning, according to Resnick (2020). The gamified proposal was conceived as a preliminary organizer, based on the theory of meaningful learning, with the purpose of promoting the activation of students' prior knowledge and the initial organization of the process of teaching textual interpretation. The game used in the intervention was developed based on the four pillars of Creative Learning (projects, passion, peers, and thinking through play). Data collection was carried out using a questionnaire, and data analysis was performed using Content Analysis, according to Bardin (1977). From the analysis, a central category emerged, called Analysis of the pedagogical resource of Gamification, subdivided into Creative Learning and Teaching. The results indicate that Gamification created an environment of greater engagement, making classes more attractive and motivating students to participate actively. The experience promoted autonomy, allowing students to recognize their responsibilities and reflect on their progress and difficulties in textual interpretation. However, limitations were observed in the class's reading ability, especially in texts that required a larger repertoire. It is concluded that although Gamification did not generate an immediate improvement in interpretive competence, it contributed to a more meaningful and favorable learning environment.