A gamifica????o e o game como instrumento de avalia????o formativa

• Ano de defesa: 2020
• Autor(a) principal: Frutuoso, Norelei Rodrigues
• Orientador(a): Ter??ariol, Adriana Aparecida de Lima
• Banca de defesa: Ter??ariol, Adriana Aparecida de Lima, Gitahy, Raquel Rosan Christino, Teixeira, Rosiley Aparecida, Higuchi, Agnaldo Keiti, Cavalcanti, Patr??cia Aparecida Bioto
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Nove de Julho
• Programa de Pós-Graduação: Programa de Mestrado em Gest??o e Pr??ticas Educacionais
• Departamento: Educa????o
• País: Brasil
• Palavras-chave em Português: game; gamifica????o; avalia????o formativa; anos finais do ensino fundamental; educa????o b??sica
• Palavras-chave em Inglês: game; gamification; formative evaluation; final years of elementary school; basic education
• Palavras-chave em Espanhol: juego; gamificaci??n; evaluaci??n formativa; a??os finales de la escuela primaria; educaci??n b??sica
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bibliotecatede.uninove.br/handle/tede/2247

This study is linked to the Master's Program in Management and Educational Practices at Nove de Julho University (PROGEPE ??? UNINOVE), especially to the Research Methodology and Intervention Learning Methodology and Teaching Practices (LIMAPE). The general objective of this research of this investigation was to analyze the potentialities of the application of a gamified formative evaluation, from the creation of a game (game) in a group of the Final Years of Elementary School. Specific objectives include: understanding the impacts of the application of a game as an instrument of formative assessment in the final years of elementary school; to verify if at the time of the gamified evaluation using the game, there is an understanding of content not apprehended throughout the bimonthly period and to identify the difficulties for the resignification of the evaluation when applying a game along with the curricular component of "Portuguese Language" in a 6th grade class of Elementary School.The general objective of this research of this investigation was to analyze the potentialities of the application of a gamified formative evaluation, from the creation of a game (game) in a group of the Final Years of Elementary School. Specific objectives include: understanding the impacts of the application of a game as an instrument of formative assessment in the final years of elementary school; to verify if at the time of the gamified evaluation using the game, there is an understanding of content not apprehended throughout the bimonthly period and to identify the difficulties for the resignification of the evaluation when applying a game along with the curricular component of "Portuguese Language" in a 6th grade class of Elementary School. As guiding questions: is it possible to use a game as an ally in the formative evaluation process? Can this formative assessment in the gamified format recover content that the student has not learned? The research universe was a state public school in the city of S??o Paulo, and the research subjects were students in the 6th year of elementary school and the Portuguese language teacher. In the theoretical framework, Adriana Ter??ariol (2018), Flora Alves (2015), Jo??o Mattar (2010) and Marc Prensky (2013) were adopted in the subject of game and gamification; and in the subject Evaluation, Cipriano Luckesi (2002), Jos?? E. Rom??o (2011), Jussara Hoffmann (2013), Phillipe Perrenoud (1999) and Regina Haydt (2002) were used. O) reference for the methodology of scientific work was the responsibility of Ant??nio Severino (2017), Bernardete Gatti (2004) and Buzato (2006). The methodology used was of a qualitative nature, developed with an intervention research, and as instruments of data collection, a questionnaire, semi-structured interview and participant observation were adopted. Given the results, it was possible to confirm that the game has great potential to be used as an instrument of formative assessment in schools and that it also helps student learning, providing an intervention in the recovery of unlearned content related to what was taught. It was also identified that there is a difficulty regarding the digital literacy of teachers, and that students suggested that teachers from other curricular components adopt this evaluation format.