Do jogar ao ensinar com jogos: Compreensões sobre o uso pedagógico intencional dos jogos construídas por profissionais da educação

Abstract

This study aims to analyze education professionals’ understandings of the intentional pedagogical use of games in a workshop grounded in the methodological proposal known as the Active Methodology for Game-Based Teaching and Learning (MAEABJ). The theoretical framework encompasses Active Methodologies, Game-Based Learning, playfulness, and the pedagogical use of games in educational contexts. This qualitative, interpretive study was conducted through the educational product “Teaching and Learning with Games: A Journey through the Active Methodology for Game-Based Teaching and Learning,” a workshop offered to education professionals. The workshop included gameplay, game creation, evaluation, and reflection on educational games, allowing participants to take on different roles throughout the learning process. Data were analyzed according to Yin’s recursive cycle of five phases: compiling, disassembling, reassembling, interpreting, and concluding. The results showed that participants developed a broader understanding of the pedagogical use of games throughout the workshop, incorporating aspects related to learning objectives, teacher mediation, pedagogical planning, and pedagogical intentionality. The analysis also showed that experiencing the methodology, creating games, engaging in evaluation processes, and reflecting on the activities carried out during the workshop contributed to the development of these understandings. The findings suggest that the Active Methodology for Game-Based Teaching and Learning broadened participants’ understanding of the intentional pedagogical use of games, demonstrating its potential as a professional development strategy for education professionals.