A gamificação no ensino de literatura: estratégia de ensino para alunos do 1o ano do ensino médio da educação integral

Abstract

When reflecting on the literature, it is possible to see that it is an extremely relevant mechanism for the social environment, as it provides its readers with knowledge of different times and social contexts, fostering beliefs, cultures, local characteristics and groups that contribute to cultural formation. from Brazil, in addition to sharing writings with enormous literary wealth that favors the emergence of critical and thinking people. Thinking in this way, this research aimed to analyze in a bibliographical way the teaching of literature and demonstrate the efficiency and possible applicable results of the use of gamification in the school context of 1st year high school students of integral education. Therefore, due to the pandemic, the rise of the COVID-9 virus all over the world, this investigation opted for the use of a bibliographical research, having as key theoretical contributions: Guará (2006, p. 16); (MEC, 2015); (JAUSS, 1994, p. 25); (Leite, 1988, p. 12) and others. Thus, based on the foundations reflected in this work, it is clear to realize that the book has a massive presence in the classroom, especially in literature classes, and until today it is an important tool for teaching, but there is a need to seek other methodologies that facilitate the teaching-learning of students, so it was relevant to talk about gamification, a nomenclature that makes use of game techniques and makes it possible to apply in non-game situations, where in its application it allows players engagement, competitiveness, awards, dynamizing techniques and boosts the assimilation of content in an impactful way. Through this, it was necessary to create a gamified proposal to serve as support for high school literature teachers, using the poem by Manuel Bandeira, entitled Poema taken from a newspaper article, which will encourage students to handle the Canva application ; using creativity in the elaboration of Manuel Bandeira's timeline, he will foster the desire to be assertive when doing the activity and will be putting into practice the definitions of gamification. Furthermore, it was possible to see that most 1st year high school students are inserted in a technological context, whether through games on cell phones, tablets and computers, or through the use of social networks, being called Digital Natives. Thus, it is known that the use of gamification is necessary, as it agrees with the contexts in which the students are inserted, in addition to leaving them as protagonists in receiving the most diverse knowledge. In this way, integral education, the teaching of literature and gamification, linked to each other, will serve as sources to make the school space dynamic, accessible and will make students feel constructors of their knowledge.