Promovendo a participação nas aulas de inglês através da gamificação : uma experiência em contexto de estágio supervisionado

Abstract

The teaching of the English language has gained increasing relevance in today’s globalized context, where international content is widely available through different media, to which many young people have direct access. However, a gap can be observed between the sociocultural reality of students living in inland regions and the foreign language, which, although present on social media and other digital platforms, is still perceived as something distant. Such a scenario may compromise students’ engagement in the learning process, which is reflected, among other aspects, in their lower participation in classroom activities. In light of this reality, the present study aims to investigate whether the use of games can constitute an effective pedagogical resource to stimulate students’ active participation in English language classes. To this end, the study is based on authors such as Fadel and Ulbricht (2014), Amarante et al. (2017), Push and Krivoshlykova (2022), and Bueno (2015), who discuss gamification and the use of games in the educational context. The research is characterized as exploratory and qualitative, with a deductive approach, and is configured as a case study based on the observations recorded by the researcher in her supervised internship report. The results indicate that the use of gamification contributed to increasing students’ participation, highlighting the potential of games as a pedagogical strategy in the teaching of English.