A gamificação como estratégia pedagógica no incentivo à leitura literária em sala de aula

Abstract

This course conclusion work has the general objective of analyzing how gamification can promote students' interest in literary reading in the classroom and what are the challenges surrounding pedagogical work with this practice. Specific objectives were determined: discuss the importance of literary reading and the challenges of motivation in pedagogical work with this practice in the classroom; know the elements, strategies and contributions of gamification as a pedagogical practice in the educational context and identify contributions and challenges in using gamification as a pedagogical practice to encourage literary reading practices in the educational space. To this end, as a methodological approach, a bibliographical research of a qualitative and exploratory nature was carried out on scientific research search sites such as the CAPES platform for theses and dissertations and Google academic. As a theoretical contribution to discuss literary reading, contributions from the National Common Curricular Base (2018), the National Curricular Parameters of Education (1998), Kleiman (2016), Zilberman (2009), Paulino and Cosson (2009), Cosson ( 2020) and Segabinazi, Souza and Girotto (2018). Addressing the theme of gamification, Fardo (2013), Fadel et al. (2014), Busarello (2016),Vianna et al. (2013), Santaella et al. (2018) among others. The results and analyzes were based on research by Batista (2023), Müller (2017), Alves (2021), Ulhoa, Rosa and Silvano (2022), Rettenmaier and Amaral (2019) and Moreira (2018). The research results found that gamified approaches can promote interest and enjoyment in literary reading by bringing together playful and attractive aspects that provide more involvement, motivation and engagement in reading activities. The challenges to overcome were the lack of knowledge of the approach, poorly structured practices, disconnected objectives and the fragile training and adaptation of teachers to the new technological contexts that permeate the educational sphere. As a final synthesis, it can be concluded that working with gamified approaches, although challenging in some aspects, can be a significant ally to teaching pedagogical practices in terms of awakening interest in literary narratives in the school space.