Banca de QUALIFICAÇÃO: TIARLE JAQUELINE CARVALHO DE LIMA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
DISCENTE : TIARLE JAQUELINE CARVALHO DE LIMA
DATA : 30/04/2024
HORA: 10:00
LOCAL: http://www.meet.google.com/jtg-fgps-ini
TÍTULO:

BREAD AND GAME: an analysis of pedagogical discourses on gamification

PALAVRAS-CHAVES:

Gamification; Technology and Education; Teaching of Portuguese Language; Pedagogical Residency; Textual Discourse Analysis.

PÁGINAS: 64
GRANDE ÁREA: Lingüística, Letras e Artes
ÁREA: Lingüística
SUBÁREA: Teoria e Análise Lingüística
RESUMO:

Bread and Game: an analysis of pedagogical discourses on gamification presents results from research conducted in the Postgraduate Program in Literature (PPGLetras) at Unemat, Sinop University Campus, whose main objective is to analyze pedagogical discourses about the gamification of school contents in reports and interviews produced by scholarship holders of the Pedagogical Residency Program, Portuguese Language subproject, a degree course of Languages at Unemat, Sinop University Campus during the period from 2020 to 2024, to answer the following research question: what pedagogical discourses about gamification characterize the experience reports of the Pedagogical Residency Program, Portuguese Language subproject, of the Literature course at Unemat, Sinop University Campus? For this purpose, we used the methodology of qualitative research with a documentary and interpretative nature, composed of a corpus of four interviews and four experience reports produced by the participants (residents of the Pedagogical Residency program) to which we applied the analytical categories of discursive representation (DR), namely, reference, predication, modification, and location, as well as the concept of discursive formation, as elaborated in the theoretical framework of Textual Discourse Analysis. Our study, in its course, demonstrated the existence of studies favorable to the application of the concept of gamification in educational contexts, but we also found criticisms of gamified practices. The application of the analysis categories revealed the recurrence of three major thematic axes, namely: the role of teacher and student in pedagogical discourses, the technological scenario that favors the emergence of gamification, and the prevalence of the stimulus-reward behaviorist scheme. The data showed us that uncritical pedagogical discourses about gamification reverberate in the discourses of residents without consideration of the limits of the concept of gamification and its application in educational contexts, as sometimes gamification is taken as a panacea that would magically solve problems of student performance and engagement, other times as a mechanism of the typical behaviorist stimulus-reward scheme. Finally, the uncritical adoption of such discourses also diminishes the role and social function of the teacher, who, in a biased conception of mediator, becomes a facilitator, while the student is elevated to the status of protagonism in a journey where, without the intervention of the teacher, they will not be able to succeed. Las, but not least, the research demonstrated the importance of teachers reflecting on the use of gamification in their pedagogical practices. This involves considering not only the potential benefits of gamification (although questionable) but also the possible challenges and limitations, considering that the approach is not a single solution to all educational problems and that its use requires a thorough and careful examination.

MEMBROS DA BANCA:
Presidente - 132233001 - VANESSA FABIOLA SILVA DE FARIA
Externa ao Programa - 34359004 - ANA MARIA MACEDO
Externa à Instituição - CHARLENE BEZERRA DOS SANTOS - UNIR