Gamificação e Tradicionalismo Docente: caminhos para ressignificar o ensino nos anos finais do Ensino Fundamental

Abstract

In the context of elementary education, gamification represents an approach that produces assertive effects on school activities and promotes engagement and motivation among professionals and students. The article aims to analyze gamification as a pedagogical tool capable of overcoming the tensions posed by traditional teaching methods and proposing ways to redefine teaching in the final years of elementary school. The research is bibliographic, exploratory, and qualitative in nature, as it investigates the fundamentals of traditional education and the potential of gamification to promote more active learning. The bibliographic survey was conducted in the Google Scholar, CAPES Periodicals, and Semantic Scholar databases between 2021 and 2025. The study contributes to reflection on the benefits, limitations, and possibilities that gamification offers to the educational environment. The results indicate that gamification, as an active methodology, has the potential to overcome the limitations of the traditionalist model present in teaching activities in the final years of elementary school, favoring more dynamic, interactive, and student-centered pedagogical practices.