Banca de QUALIFICAÇÃO: OTAVIO AUGUSTO DE OLIVEIRA CARDOSO

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : OTAVIO AUGUSTO DE OLIVEIRA CARDOSO
DATE: 07/06/2021
TIME: 14:00
LOCAL: Centro de Educação (de forma remota)
TITLE:
KEY WORDS:
PAGES: 100
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Tecnologia Educacional
SUMMARY:

This research investigates the epistemological reflection on the development of gamification planning in the teaching context. Gamification is one of the teaching strategies that is gaining notoriety and being developed in the educational scenario, especially in higher education. In view of this, the following problem arises: how do teachers' epistemological options influence the development of gamification planning for the educational context? The general objective of this research is to analyze the epistemological options of teachers in the development of gamification planning in the educational context, identifying the elements and frameworks used. The specific objectives of the research are: 1- to describe which aspects of gamification should be considered at the time of educational planning for its development; 2- to identify the difficulties existing in the elaboration of a gamification, as well as at the time of its development; 3- to establish a line of understanding between planning and development that culminates in the implementation of a gamified teaching strategy. The research is qualitative, anchored in the studies of Yin (2016), Sampieri; Collado; Lucio (2013), Stake (2011) and the approach is a case study (YIN, 2001; Stake, 1998; Gall; Borg and Gall, 2003), namely, the case of UFAL teachers who participated in a course on gamification as a teaching strategy, applied to the university classroom, held at the Federal University of Alagoas (research locus). The research subjects were professors from this same institution who have an active discipline and participated in a professional development course on the gamification strategy. As data collection tools, we used interviews based on a pre-defined script and documentary research (planning carried out by teachers). The theoretical foundation on epistemology is supported by Piaget (1983), Vygotsky (2007), Watson (1913), Skinner (1974), and Winnicott (1983). Regarding gamification planning, the studies of Kapp (2012), Werbach; Hunter (2015), Pimentel (2018) and Alves (2015), provide theoretical support for this part of the research. From the results achieved so far, the data present the existence of a miscellany of epistemologies that reflect in gamification planning and not the predominance of a single one, and that although some authors insist on dividing gamification into two perspectives (closed or open), we can have a mix of these perspectives. The research has also revealed that the practice of planning and physical recording of what has been planned by teachers is uncommon, depending on their area of training.

BANKING MEMBERS:
Presidente - 2494583 - ALAN PEDRO DA SILVA
Interno - 1820982 - FERNANDO SILVIO CAVALCANTE PIMENTEL
Externa à Instituição - DULCE MÁRCIA CRUZ - UFSC