GAMIFICATION IN READING: AN INCLUSIVE PRACTICE

uma prática inclusiva

Abstract

 This article presents an excerpt from professional master's research linked to the Postgraduate Program in Inclusive Education (PROFEI) at the State University of Paraná (UNESPAR), which resulted in the dissertation entitled “Gamification in inclusive education: playing with reading”, had The objective is to investigate the potential of a gamified teaching sequence in developing reading skills in a context of inclusive practices. The methodology used had a qualitative and exploratory approach, it was carried out in a public school in Paraná with a 9th year elementary school class. The research consisted of four stages for the construction of data, 1st) a pre-questionnaire with all students in the class, 2nd) selection of ten students in the class, three with a diagnosis of disability and seven randomly drawn, this group carrying out the activities gamified, 3rd) final online questionnaire directed to the ten participants, 4th) notes in the field diary. The data obtained from the online questionnaires and field diary notes were categorized and analyzed using clustering, groupings based on similarities. In this section we will present fragments from two phases: when students read physical material and when they read using gamified strategies through the Gamesler application. These phases helped us understand the research question: whether the use of gamification associated with technological resources could help the development of reading skills in a playful and engaging way. The result showed that gamification can be an inclusive strategy with the potential to motivate and engage students in learning.