Gamiatos: atos de currículo gamificados nas aulas de ciências do ensino fundamental

Abstract

In the cybercultural world, online games come in a variety of formats, narratives and themes, which motivates continuous practice among cultural practitioners. Similarly, gamification, understood as the insertion of game-like elements into non-game situations, is also gaining ground, especially in education. Considering this reality, the general aim of this research is to understand the acts of curriculum when integrating gamification into science lessons with elementary school students. Based on everyday life research, as a method that values involvement with everyday school life in order to understand educational phenomena, the locus was a municipal school in Riachão do Dantas/SE and the cultural practitioners were 9th grade elementary school students. Using the GamIAtos pedagogical device, a gamification game was developed with the students to teach science. The data produced was interpreted with a hermeneutic eye, which implies understanding the meanings emerging from lived experiences, contexts and relationships. Through careful reading, three subsuming notions were forged: Emerging dynamics, mechanics and aesthetics: contributions and perspectives; Interactive immersion: a dialogical construction; Acts of curriculum in pedagogical practice, highlighting the potential of collaborative gamified practice. The research showed that integrating gamification into science classes, in dialog with the cultural practitioners, contributes to transforming the classroom into a space-time for (co)creation of learning. By building in dialog, the cultural practitioners accessed and interacted with knowledge in various fields, revealing a formative experience in a sense beyond the school. Thus, gamified curriculum acts favor a pedagogical practice in which teachers and students are actively involved and mobilized in the construction of knowledge.