A GAMIFICAÇÃO COMO ESTRATÉGIA PEDAGÓGICA PARA FOMENTAR A APRENDIZAGEM SIGNIFICATIVA NO 5º ANO DE UMA ESCOLA PÚBLICA DE EDUCAÇÃO BÁSICA EM SÃO LUÍS - MA: Um estudo de caso na UEB Antônio Vieira

Abstract

The research entitled "Gamification as a pedagogical strategy to promote meaningful learning in the 5th grade of a public elementary school in São Luís - MA: a case study at UEB Antônio Vieira" investigated the impact of gamification as an active methodology in elementary education, focusing on student engagement and the perception of 5th grade teachers after training. The study involved three teachers who received training on the use of gamification, and a more in-depth follow-up with a specific teacher was planned, in which the strategies were applied directly to her class. Three gamified activities were developed and applied in the classroom: Collaborative and Competitive Dictation, Educational Bingo and Educational Quiz Show, which integrated playful elements such as competition, collaboration and rewards, making the pedagogical activities more dynamic and participatory. The teachers underwent training that covered everything from active methodologies to gamification, the focus of the study. Pre- and post-training questionnaires, school observation sheets, postintervention forms, and student satisfaction forms were used to collect data, enabling the analysis of changes in participants’ perceptions and engagement throughout the process. The results showed that gamified activities had a positive impact on student motivation, with 62.5% choosing the Educational Quiz Show as their favorite activity due to the combination of healthy competition and teamwork. Educational Bingo and Collaborative Dictation were also practical for reviewing content in a playful way, providing an interactive and collaborative environment that favored the exchange of knowledge among students. Teacher training and joint planning with the teacher were important for the smooth running of the activities, as it was possible to adapt them according to the reality of the classroom. Before the training, the teacher reported having little knowledge about active methodologies, but after the training, her interest in active approaches increased. The research also includes structural challenges, such as the lack of access to data show, stable internet and technological resources, which limited the application of activities and required adaptations so that the pedagogical objectives could be maintained. It is concluded that, even in contexts with limited infrastructure, gamification can be an effective strategy to promote meaningful teaching, as long as it is accompanied by adequate training and pedagogical support.