Banca de QUALIFICAÇÃO: FABIANA CORREIA DE ARAUJO

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : FABIANA CORREIA DE ARAUJO
DATE: 21/01/2026
TIME: 10:00
LOCAL: Instituto Metrópole Digital
TITLE:

 

Gamification in Geography Education for the Final Years of Elementary School:

Competencies, Skills, and Educational Potential

KEY WORDS:

Keywords: Geography education, gamification, innovation in educational technologies, competencies and
skills.

 

PAGES: 76
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Métodos e Técnicas de Ensino
SUMMARY:

This work comprises the systematization of research on the importance of using Gamification as an
innovative didactic approach aimed at addressing specific competencies and skills within Geography
education for the final years of elementary school. Its main objective is to investigate and explore the
impacts and potentialities that this active methodology can offer in the teaching of this important
curricular component to so-called digital-native students in the twenty-first century. To achieve the
proposed objective, a qualitative, exploratory, and descriptive methodological approach of an applied
nature was adopted, along with the implementation of an action-research study, whose technical
procedures are grounded in Thiollent (2011). The research subjects consist of 8th- and 9th-grade students
from a rural public school located in São Gonçalo do Amarante, Rio Grande do Norte: Escola Municipal
Professora Maria de Lourdes de Souza. A single, previously characterized and defined group was
investigated, enabling the comparison of data regarding students’ knowledge and understanding of
didactic content before and after the intervention. The implementation of Gamification will occur through
practical activities accompanied by their respective didactic sequences, action planning, strategies, and
media resources, incorporating game elements from the educational platform Wordwall within the school
environment. The methodological pathway will unfold in four distinct stages: (1) diagnosis and literature
review; (2) action planning and intervention; (3) observation and monitoring of the intervention; and (4)
evaluation and reflection. Accordingly, the project integrates essential elements of game mechanics —
such as ranking, scoring, challenges, and feedback — into the rigorous analysis of different dimensions of
student involvement, including focus, motivation, engagement, problem-solving, task completion, and
learning effectiveness. Parallel to this, the ethical aspects inherent to research involving students are taken
into consideration, as well as potential risks and the mitigating measures required to ensure responsible
pedagogical practice. As a result of this investigative and formative process, the experience is expected to
culminate in the production of a digital book (e-book), synthesizing the activities conducted and the
contributions made toward advancing discussions on gamification in Geography education.

 

COMMITTEE MEMBERS:
Presidente - 2432953 - CELIA MARIA DE ARAUJO
Interno - 2978747 - CHARLES ANDRYE GALVAO MADEIRA
Interna - ***.190.150-** - KÁTIA CILENE DA SILVA MOURA - UFERSA