Supervisão pedagógica e formação docente para uso da a gamificação no município de Santa Rita-PB recomposição da aprendizagem em foco

Abstract

The pandemic brought numerous challenges to the school context, highlighting the urgent need to restore students’ learning. Studies indicate that gamified activities can be an effective strategy to enhance this process, allowing students to become protagonists of their own educational journey while engaging with new technologies. Such strategies, by fostering playfulness, promote a more dynamic and meaningful learning experience. This research aimed to develop a study focusing on learning recovery and the use of gamification in schools. The central research question was defined as follows: how can pedagogical supervision in the municipality of Santa Rita contribute to teacher training, emphasizing the use of gamification in the literacy cycle? The general objective was established as: to analyze how pedagogical supervision in the municipality of Santa Rita can contribute to the training of literacy teachers by encouraging the use of gamified activities. The specific objectives were: i) to identify the knowledge of supervisors and teachers in literacy cycles from Poles I and II regarding gamification strategies; ii) to contribute to the improvement of literacy learning in Poles I and II through gamified activities; and iii) to design a Guide of strategies with gamified activities aligned to reading/writing skills for 1st and 2nd grades. This is a qualitative and exploratory study. Data collection was conducted through online questionnaires, via Google Forms, applied to supervisors and teachers. The results revealed gaps in the training of both teachers and supervisors regarding the concepts and use of gamification, which reinforced the importance of producing the educational resource presented here: a guide of strategies with gamified activities.