Gamificação como estratégia de ensino: um estudo de caso no curso de Comunicação Social

Abstract

The communicational revolution that the DICT provides today has incessantly transformed the connected society in which we live, and it is in this sociocultural context that education has been challenged to establish strategies that provide perspectives that approach the language and the familiar thought to the students, active participants in the digital environment of cyberspace. Thus, the present research seeks evidence of analysis that may answer the following question: how the teacher appropriates the teaching knowledge related to the use of DICT and gamification as a teaching strategy in a course of the Social Communication course? Thus, the general objective of the research was to analyze the planning and development of the gamification of a discipline of Social Communication course, aiming to identify the teacher knowledge required for this methodology, mediated by the DICT. The methodology used in the research has a qualitative approach and is characterized as a Case Study. The theoretical framework relies on significant concepts such as teaching knowledge, information society and gamification in education. In order to structure the gamified planning of the discipline, a Systematic Review of Literature (SRL) was carried out to characterize the relevance of the study object of this dissertation, as it was identified the existence of only five works related to the theme of the use of gamification as a teaching strategy, in the scope of the graduation level, with only two related to the Social Communication course, which makes it essential to produce and share knowledge within the scope of the research object. The execution of the discipline occurred in the 2018.1 semester with the Composition and Graphic Design group of the first period of the Social Communication course, with an Advertising degree from a Higher Education Institution (HEI) in Maceió-AL. The data collection regarding the execution of the gamified discipline occurred in an observational way, together with the following instruments and procedures: a blog of the discipline, built by the teacher/researcher; course plan; field diary and photographic records. In addition, the following categories of analysis were outlined: teacher knowledge; methodologies using DICT; gamification and its constituent elements. Regarding the results presented by the research, we highlight the question of teacher competences for the conception of gamified activities, in which it was observed that the teacher, aware of the changing reality of our society, needs to appropriate or develop different knowledge and specific knowledge needed for their work, such as experiential, disciplinary and curricular teaching knowledge, as well as a digital wisdom to use the DITC in a grounded manner, which served as reference assumptions for their practice, aiming to align it with the current complex social context and dynamic.