Gamificação como Estratégia para Dinamizar o Processo de Ensino e Aprendizagem nos Anos Finais do Ensino Fundamental.

Abstract

This study explores gamification as a pedagogical strategy, examining its meaning, mechanisms, and applications in various knowledge areas, with a focus on the educational context. The general objective is to analyze how gamification can serve as a strategy to enhance the teaching and learning process in the final years of elementary education. Specific objectives include identifying the elements of gamification that stimulate learning and understanding how gamification is applied in classrooms at this educational stage. The methodology is based on a bibliographic research with a qualitative approach, analyzing dissertations available in the Digital Library of Theses and Dissertations (BDTD), providing a comprehensive overview of gamification practices and theories in education. The results highlight that gamification in education uses various game design-inspired structures to promote student engagement and motivation. Regarding its application in the final years of elementary education, the study observed the positive impact of physical and digital gamified tools on developing competencies in Mathematics and Portuguese Language, evidenced by increased participation and engagement. Additionally, gamification was found to address pedagogical challenges, such as test anxiety, by transforming learning into a collaborative and meaningful experience. This methodology fosters socio-emotional skills, such as teamwork, resilience, and self-confidence, contributing to a more dynamic and inclusive educational environment. It concludes that gamification is an effective tool for innovating pedagogical practices, modernizing education, and enhancing learning, particularly for educators committed to transforming teaching and empowering students.