USO DA GAMIFICAÇÃO NAS ESCOLAS PÚBLICAS: ESTUDO DE CASO EM ÉPOCA DE PANDEMIA DA COVID-19

Abstract

This article discusses the use of recreational resources in school subjects and aims to understand the use of gamification in public schools as a didactic-pedagogical tool, investigating whether this process can facilitate and/or improve learning. The study is justified due to the methodologies employed by teachers during the COVID-19 pandemic period, as they had to quickly rethink and adapt their teaching practices to meet the demand for remote education. For this, a bibliographical research was carried out to understand the theme of gamification and field research, applying a questionnaire to 182 educators from four public schools in Paraná. After application, 66 teachers answered the questionnaire. It was found that 39.4% are aged between 50 and 59 years, 56.1% of professionals work in Elementary and High Schools and 40.9% of participants work over 16 years in teaching. In addition, it was identified that 87.9% of professionals use different teaching resources and that 63.6% know or have heard about gamification. However, 53% of teachers do not use games, however, 98.5% recognize their importance in student learning, in which 22.7% of professionals indicated a contribution of grade 10 (larger scale). Regarding training for the use of games, 74.2% responded that they did not have this complementation and pointed out that 42.4% of schools do not have adequate space for these practices. Thus, it is concluded that gamification is an important tool for teaching and that it needs to be known and explored in school institutions seeking a meaningful learning.