Metodologias ativas: a aceitação da gamificação no ensino pelos docentes da Rede Pública Estadual de Cajazeiras - PB.

Abstract

Gamification is an example of active methodology that uses game elements to motivate and engage students. The term, according to Vianna et al. (2013), was translated from English Gamification, and first used in 2002 by Nick Pelling, bringing greater socialization and motivation of individuals, making learning more efficient. The present work seeks to analyze the difficulties and challenges for the use of gamification methodology by teachers in state schools in the city of Cajazeiras, Paraíba, from a questionnaire with closed and open questions, using Bardin content analysis (2008), which is crucial for qualitative research, offering a structured method to organize and interpret textual data. Through this method, there is easy to identify themes, standards and trends, allowing the researcher to extract significant understandings about attitudes, opinions and behaviors. Thus, in view of the answers of the interviewed teachers, it is clear that gamification in history teaching is becoming increasingly relevant and brings in its core several possibilities of use. However, planning is necessary, as gamification is not limited to using a game; It is about looking for gaming elements to build mental exercises that lead to the development of historical consciousness and historical thinking. The use of active methodologies, such as gamification, by teachers of the state public school system in Cajazeiras-PB, is a reality, but it is important to start from the concept of this educational practice that consists of using game strategies, such as phases and rules, in other contexts. Therefore, it is important to reflect that gamifying is not just using classroom games. In addition, it is necessary to reflect on the numerous obstacles experienced by the teachers of these educational institutions in their professional daily life, which directly impact their work on the classroom.