Elementos da gamificação e a interdisciplinaridade nas aulas de línguas estrangeiras do curso técnico em Administração integrado ao ensino médio do IFMA

Abstract

The following research was elaborated within the Graduate Program in Professional and Technological Education – PROFEPT, and comprises the investigation of how Gamification may contribute to the process of teaching and learning foreign languages through the designing of a Teaching Project using elements of Gamification and being implemented in the Administration Technical Course Integrated to High School in the Federal Institute of Maranhão, which is a proposal of teaching for professional and technological education aiming to enhance students’ learning and lead them to a better understanding of the presented content. The theoretical support is composed of studies by Alves (2015), Alves (2018), Busarello (2016), Burke (2015), Bueno e Bizelli (2014), Curi (2017), Deterding (2011), Fazenda (1993; 2002; 2003), Gil (1999; 2007), Kapp (2012), Sampaio (2015), Tonéis (2017), Vasconcellos (2005) among others. The methods were performed under a qualitative approach and, in order to understand the phenomenon studied, they were directed towards the proposed objectives. The data collection tools were two surveys: a diagnostic survey for the foreign language teachers of IFMA and a prognostic survey given to students who participated in the implemented Teaching Project; the surveys comprised multiple-choice Likert scale questions, and the answers retrieved from these surveys were used for the analysis of the results. The research participants were the teachers of English and Spanish working at IFMA, who represent the four mesoregions of Maranhão, and students of the Technical Administration Course Integrated to High School from IFMA/Araioses Campus. The educational product was conceived from the premise that the development of interdisciplinary projects inside the school contributes to building a more integrative teaching proposal by reducing the fragmentation of knowledge. The product’s idea is to propose the development of an interdisciplinary teaching project involving knowledges of English and Spanish teaching disciplines, willing to verify how activities involving elements of Gamification may contribute to the learning of foreign languages. After implementing the product, the analysis of results initiated the phase for improving the educational product for its final defense presentation with the expectation that the product may meet its objectives for which it was initially designed, hence, obtaining satisfactory results. It is expected that this research contributes to the improving of the teaching and learning process related to foreign languages in IFMA and other educational institutions, as well as, to serve as a reference to future research in the Teaching Field