A gamificação e as políticas educacionais para a alfabetização e letramento

Abstract

This research is part of the Research Line on Educational Policies of the Graduate Program in Education at the Federal University of the Southern Border (UFFS), Chapecó campus, Santa Catarina, and is linked to the Research Group on ICT, Mathematics, and Mathematics Education (GPTMEM). The problem that guides this research focuses on Gamification and curricular Educational Policies for Literacy. The objective is to investigate whether current curricular Educational Policies contemplate Gamification for Literacy with digital technologies. To this end, I analyzed normative documents of education in the State of Santa Catarina, as well as federal and regional documents. The study is qualitative and, for data collection, considered the documentary analysis of: the National Common Curricular Base (BNCC); the BNCC - Computing; the Basic Curriculum for Early Childhood Education and Elementary Education of the Catarinense Territory; and the Regional Curriculum of Elementary Education of the Municipalities of AMOSC (Association of Western Santa Catarina Municipalities). The analysis of the normative documents revealed a gap in the approach to Gamification for literacy. The lack of integration of Gamification in Educational Policies represents a lost opportunity to enrich the teaching and learning process. In view of this finding, it is recommended that educational managers and policymakers invest in research and initiatives that promote the integration of Gamification into pedagogical practices, aiming to enhance the process of digital Literacy of students. Gamification, by providing a ludic and challenging learning environment, can contribute significantly to the development of essential skills for the 21st century, such as creativity, collaboration, and problem-solving.