PROFEPT - Dissertações
URI permanente para esta coleçãohttps://ri.ifam.edu.br/handle/4321/27
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Item Práticas de gamificação para uma cultura da sustentabilidade na educação profissional técnica de nível médio(2024-04-30) Paiva, Suzana de Souza Damasceno; Lacerda Junior, José Cavalcante; http://lattes.cnpq.br/4731128445071858; Lacerda Junior, José Cavalcante; http://lattes.cnpq.br/4731128445071858; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Noronha, Evelyn Lauria; http://lattes.cnpq.br/1289241193022321The gamification strategy has proven to be a promising practice in several sectors of society, the act of playing ends up being established in our perception of achievement. In this context, the research intention was to develop a study on gamification practices for the development of a culture of sustainability. In this way, the present work seeks to bring gamification as a strategy that promotes an educational practice that articulates the student's educational experience with their context, or educational practices that involve the interaction of the training process with socio-environmental urgency, thus being able to provide opportunities for meaningful experiences and contexts. of learning at EPTNM. This study is based on the line of research “Educational Practices in Professional and Technological Education”, whose bases are present in the macro-project “Methodological proposals and teaching resources in formal and non formal teaching spaces”. The objective is to evaluate the potential of gamification as an educational practice in building a culture of Sustainability at EPTNM. As specific objectives, the following are indicated: a) identify the perception of EPTNM participants regarding the gamification strategy; b) verify which gamification elements enhance sustainability practices; c) learn about possibilities for a culture of sustainability based on gamification at EPTNM; and d) produce a pedagogical game based on a culture of sustainability as an educational product. To this end, the Federal Institute of Amazonas – Campus Manaus Distrito Industrial (CMDI) was defined as the locus of study. Twenty (20) EPTNM students participated in this study. The methodological approach adopted was qualitative in nature, its materialization took place through field research with a multi-method approach. The techniques chosen were conversation circles, questionnaires, participant observation and workshops. These instruments helped in collecting data for the construction of this research with the aim of presenting proposals for the development of the work. After exploring the data, it was organized and analyzed through content analysis. As a result, a perception of gamification linked to the idea of games was observed, the elements of gamification that can enhance sustainability from the EPTNM context: contextualization, engagement and cooperation, as well as the indication of a culture of sustainability in the context of EPTNM. In the final stage, the construction of the Educational Product was allowed, entitled sustainable trail: a departure we want!Item Gamificação na EPT: uma prática pedagógica em tempo de era digital(2023-04-28) Silvia, Andréia Gonçalves da; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Lima, Maria Francisca Morais de; http://lattes.cnpq.br/5134533993186051; Lacerda Júnior, José Cavalcante; http://lattes.cnpq.br/4731128445071858; Melo Neto, José Augusto de; http://lattes.cnpq.br/3836833775882414Based on EPT documents, this research is located in Line 1: Educational Practices in EPT, and in macroproject 1: Methodological proposals and didactic resources in formal and non-formal teaching spaces in EPT and aimed to investigate the gamification within the teaching practice from the Professional and Technological Education - EPT in time of the Digital Era, highlighting the digital inequality presented with greater evidence by the Emergency Remote Teaching (ERE) in the period of the pandemic caused by the SARS-CoV-2 (Covid-19). Such context, experienced in this period with more intensity, instigated us to think about the teaching and learning process and the usual and contemporary ways of teaching. Given this scenario, we explore teaching practice in the face of this changing reality that digital acceleration has brought to the educational community and is still little explored in EPT, as presented by the study. For the development of this research, we had the participation of 9 teachers from the EPT who work with young people aged 14 to 24 who are part of the learning program of the National Service of Commercial Learning - Manaus Unit - SENAC. For this study, we used research of an applied nature, with a qualitative approach. For data collection we used bibliographical and documentary research and forms. The forms were applied to identify: the digital information and communication technologies - TDICs in the educational context of the teachers, the digital and technological resources used by them more frequently, the digital and analogical didactic strategies used by the teachers, the game elements that the teachers use in their pedagogical practice and if they use them, the challenges and difficulties of teaching practice in the digital age and their role in the integral human formation of the student and in their formation for work, having work as an educational principle. From the results obtained with the research, an e-book was elaborated that works as a guide for gamified educational practices that allows the teacher to understand the functioning of gamification beyond digital media, because, according to the results of the research teachers do not use this practice correctly, use it incorrectly or still do not use this methodology in their teaching practice.