Contributions of gamification to continuing teacher training: escape book as a methodological strategy
The pedagogical resignifications, so necessary for education, have brought to light the need for teacher training more focused on the role of the teacher as a mediator in the teaching and learning processes. It is up to the educational networks to provide their teachers with theoretical and practica...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Brasil |
| Institución: | Universidade Estadual de Campinas (UNICAMP) |
| Repositorio: | ETD - Educação Temática Digital |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.periodicos.sbu.unicamp.br:article/8665891 |
| Acceso en línea: | https://periodicos.sbu.unicamp.br/ojs/index.php/etd/article/view/8665891 |
| Access Level: | acceso abierto |
| Palabra clave: | Docencia Literatura Formación de profesores Gamificación Ensino Formação docente Gamificação Literature Gamification Teacher education Teaching literature |
| Sumario: | The pedagogical resignifications, so necessary for education, have brought to light the need for teacher training more focused on the role of the teacher as a mediator in the teaching and learning processes. It is up to the educational networks to provide their teachers with theoretical and practical training moments that help them to develop their work proposals from the pedagogical line adopted by the network in which they are inserted. Within this perspective, this study, which is part of the author's Master's research, presents the contributions of Gamification to the continuing education of teachers, through the Escape Book methodology, which, based on the logic of the escape room, as an escape game , consists in the approach of the linguistic-literary universe, inherent to the teaching practice, from gamification's own resources. This methodology, developed with the group of Portuguese teachers from the municipal education network of Esteio, aims to bring practical and theoretical subsidies that enable integration and engagement among the participants in this process, for the advancement of studies of methodologies that provide increasingly significant learning. to students, based on the qualification of methodological resources of their teachers. The theoretical basis for this study will be Bacich and Moran (2018) and Moran (2019), with regard to teaching methodologies, Freire (2004), (2020) with regard to Education, Schlemmer (2014) and Carolei and Tori (2014) and Carolei and Bruno (2018) regarding Gamification. |
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