Gamificação no ensino de língua portuguesa: uma revisão integrativa

Abstract

The objective of this article, based on an integrative literature review, is to analyze the application of gamification in the teaching process of the Portuguese Language and its effects on students' learning. This is a bibliographic research with a qualitative approach, covering publications available in CAPES journals and Google Scholar databases from 2018 to 2024. Eleven studies were included after a structured screening process according to predefined criteria. The results indicate that gamification, involving platforms such as Kahoot, Quizizz, Geekie One, Wordwall, GCompris, games, and apps created by teachers, brought more dynamic and interactive lessons aligned with the students’ digital environment. Challenges, missions, rankings, and feedback were the most commonly used strategies, and these were strongly associated with increased engagement, motivation, and academic outcomes. A positive influence was also found on the development of socioemotional skills, as well as on cooperative work among students. The data also suggest progress in critical literacy and a different methodology for grammar teaching, with a more playful and meaningful approach. It is therefore inferred that gamification is a pedagogical tool that can transform teaching practice and make Portuguese Language classes more attractive, participatory, and connected to current needs.