A IMPORTÂNCIA DA GAMIFICAÇÃO EM SALA DE AULA COM CRIANÇAS DE NÍVEIS DE APRENDIZAGEM DE LEITURA E ESCRITA DISTINTOS

UMA EXPERIÊNCIA DO PIBID PEDAGOGIA UFRN-CAICÓ

Abstract

This article studies the use of gamificacion as a pedagogical strategy in the teaching of reading and writing in a 3rd-grade class of elementary School, composed of children with different learning levels. The objective is to understand how characteristic elements of gamification, such as challenges, rewards, cooperation, and narratives, contribute to the motivation, engagement, and active participation of students. The study is based on the analysis of an experience developed within the Institutional Scholarship Program for Teaching Initiation (PIBID) of the pedagogy course at UFRN/Caicó-RN. Methodologically, this study is a qualitative approach (Minayo, 2001), with a case study design (Yin, 2015), the main data source is the field diary entries made by the two undergraduate teaching trainees (authors of this work), supplemented by participant observations of pedagogical practices conducted between July and November 2024. Data análisis was performed using thematic content analysis (Bardini, 2011), allowing for the interpretation of empirical records in light of theoretical framework on gamification (Moran, 2018); playfulness (Kishimoto, 2017); reading (Soares, 2003); and children’s literature (Cosson, 2006; Zilberman, 2003). The results show that gamification contributed to the construction of a more dynamic, participatory, and collaborative learning environment, favoring the appreciation of each child’s unique characteristics. Furthermore, the development of socio-emotional skills, such as cooperation, autonomy, and persistence in the face of challenges, was observed. It is concluded that gamification is a powerful pedagogical strategy, especially in contexts marked by heterogeneity learning.