Pesquisa-formação na cultura digital com a gamificação no ensino superior

Abstract

The advancement of digital technologies has promoted the development of networks and communities in places with different times with the advent of the internet. These advances have enabled significant changes in work relationships, in how individuals learn and communicate through networks and, consequently, in the teaching knowledge in which teachers appropriate themselves in this context to act in the different meanings that involve the teaching process in digital culture. Thus, this research sought analytical evidence to answer the following problem: how the higher education teacher incorporation teaching knowledge associated with digital technologies in the implementation of gamification as a didactic strategy in the context of Education in Digital Culture in a discipline of the course of Degree in Mathematics? In general, the research has the purpose of analyzing the planning, execution and development of the gamification of a discipline of the Mathematics Degree course, and consequently to identify the teaching knowledge necessary in the implementation of this didactic strategy in the context of Education in Digital Culture with the support of digital technologies. The present study is a qualitative research of the type of research-training in cyberculture (SANTOS, 2014) from a methodological point of view. The execution of the discipline took place, in the 2019.2 semester, with the Educational Research class of the sixth period of the Mathematics Degree course, at the Federal University of Alagoas at the Mathematics Institute specifically in the computer lab. Data collection occurred through direct and participant observation recording the observations in the observation protocol and organized in the form of a field diary (teacher class diaries) as well as two semi-structured interviews with the students participating in the research, the first after the first day of class in the prologue phase and the second after the participation of the discipline in order to evaluate the impressions of the gamification experience in relation to the teacher-researcher. Data analysis took place using the techniques proposed in Zabalza (2004) and Azevedo and Passegi (2016). Regarding the results of the research, we highlight the appropriation of knowledge, skills, and abilities of the teacher for the elaboration of gamified activities (combination of game designer and instructional designer), planning documents and evaluation of the activities of the gamified discipline. As the teacher is also a researcher of his professional development, it was observed that the teacher was aware of the socio-cultural transformations promoted by digital culture, seeking pedagogical innovations with support for digital technologies to implement the gamification strategy in a higher level discipline that involves the initial training of teachers with the purpose of promoting meaningful and efficient learning in students of the Educational Research discipline and reframing their pedagogical practices by assessing the changes throughout this process of research-training. Thus, developing a connection between digital technologies and teaching knowledge thus consolidating their teaching knowledge in Digital Culture.