Uma experiência gamificada em aulas de inglês na escola pública: repercussões e reconstruções

Abstract

This study aims to interpret the experiences and reflections of a teacher in a gamified experience (SHELDON, 2012; KAPP, 2012; 2014, MCGONIGAL, 2011; BURKE, 2015; KOSTER, 2004), in an English language classroom from a state school, in the city of Maceió (AL). As experience is a key word both in narrative research (CLANDININ AND CONNELLY, 2004; BRUNER, 1985,1987), and in education, as discussed by Dewey (1938), the interpretations of the gamified experience are made narratively. The aim of the gamified experience was to contribute to the students' linguistic and critical development through the perspective of critical literacy (AGRA, IFA, 2017; BRYDON, 2010; MCLAUGHLIN, DEVOOGD, 2004, MONTE MÓR, 2009). The classes covered social topics to work on the English linguistic content. The themes were chosen by the students, such as violence against women and the problems faced by them in school life. In class, students were invited to propose solutions to problems through special missions. The data include class diaries, audio recordings, comments from students, records of conversations via cell phone and posts in a virtual forum, the latter being the platform used for extra-class missions. As a result, improvements in student engagement were identified because there was greater interaction between the participants and respect for the opinion of their classmates in relation to the topics worked on, also enabling the possibility of deconstructing prejudiced and oppressive ideas through dialogue, and not violence In addition, there were repercussions on the professional development of the teacher, provoking a new meaning in the visions related to teaching English classes in public schools. The results pointed to the possibility of using gamification for teaching English in public schools, also emphasizing the reconstruction of the idea of gamified experience. Finally, the importance of the experience lived in the professional development of the teacher was emphasized by reframing practices in a public educational context.