Metodologia ativa: gamificação como recurso didático no processo de ensino-aprendizagem no 3º ano do ensino médio na Escola Raio de Sol no Município de Tefé

Abstract

This article aims to analyze the effect that the active gamification methodology causes in the classes of the 3rd year of High School as a pedagogical resource in the discipline of Portuguese language, making use of the game Gramatri, whose purpose was to teach about three grammatical classes of the Portuguese Language in a playful and dynamic way, having as its target audience twenty students from the state school system and full teacher. The initial research was of a bibliographic nature, bringing to light the theoretical studies. based on: Cortelazzo (2018), Bacich and Moran (2018) and Rodrigues and Straub (2023). Then, the field research was carried out, that is, the following theorists were used: Marconi and Lakatos (2017), Severino (2013) and Fonseca (2012). Thus, the qualitative-quantitative method was used,whose techniques were based on questionnaires, in this sense the data were organized and analyzed using graphs, followed by descriptive analyses in dialogue with the theoretical basis and interpretation of the researcher. Thus, the qualitative-quantitative method was used, whose techniques were based on questionnaires, in this sense the data were organized and analyzed using graphs, followed by descriptive analyses in dialogue with the theoretical basis and interpretation of the researcher. The results showed how much the active methodology applied made it more interesting and awakened the teamwork, the interaction between the students and the teacher, which demonstrated the greater participation in the activities of the game applied in the Portuguese language classes, proving the active participation and innovation in the teaching and learning process