Banca de DEFESA: ANDRESSA REJANE MENDES MOREIRA

Gamification in the Teaching-Learning process: a look at inclusive education in the Early Years in the Federal District"

Keywords: Education; ICTs; Gamification; Diversity; Inclusion.

ABSTRACT

This master's research project with the title: "Gamification in the Teaching-Learning process: a look at the perspective of inclusive education in the context of the early years of Elementary School in the Federal District", will seek to understand the teaching-learning process mediated by Technology of Information and Communication -ICT,using gamification as a pedagogical strategy to achieve engagement, motivation and participation of all students in school activities. Faced with the challenges faced in the reality of public education, this study proposes the use of strategies inspired by digital games with the use of ICT as facilitators of the teaching-learning process. The proposal is to integrate game elements to create ludic-pedagogical, collaborative and meaningful environments and learning situations that meet the diversity and different learning styles present in the classroom. To this end, the gamification process, its elements and characteristics will be explored, based on authors such as Alves (2015, 2020), Prensky (2012), Mattar (2010), among others, as triggers of
gamification elements and its practice as didactic-pedagogical strategy. In addition, the contributions of authors such as Lévy (1997, 2010), Kenski (2003, 2008), Moran (2000, 2018, 2020) and others to contextualize technology in education will be considered. With regard to the perspective of diversity and inclusion, authors such as Souza (2018, 2022), Galvão Filho (2012, 2022) and Honey et al (2012) will be considered.To achieve the objectives of this research, we will use a qualitative approach methodology to identify subjective aspects of the teaching process in learning situations, mediated by the teacher, supported by ICT resources, with the use of pedagogical strategies and gamification resources. It is proposed to carry out a case study involving students in the 4th and 5th years of elementary school in the initial grades of the public network in the Federal District, in a reverse integration class, which includes students of inclusion and their respective teacher. For data collection, instruments will be used such as a questionnaire to map the reality of the studied context, logbook, document analysis, participant observation, semi-structured interviews with the subjects involved, conversation wheel with students who are active participants in the research process. For the analysis of the data obtained, the Content Analysis strategy will be used using Bardin (2011) and Franco (2018) for the triangulation of the data obtained in response to the research objectives.