A GAMIFICAÇÃO COMO METODOLOGIA ATIVA NO ENSINO DE QUÍMICA: UMA REVISÃO BIBLIOGRÁFICA

Abstract

My interest in the subject of this research, which involves the use of gamification in chemistry teaching, emerged as a student on the Chemistry degree course and as a participant in the Pedagogical Residency Program and the Institutional Teaching Initiation Scholarship Program (ITISP). Observing a significant lack of motivation among high school students in relation to chemistry classes, I realized that the teachers' training process plays a fundamental role in developing pedagogical practices that foster critical thinking, autonomy and allow students to be the protagonists of their learning. Thus, this study aims to analyze the academic-scientific production focused on the use of gamification as an active methodology in chemistry teaching, in order to understand how this methodological strategy has been practiced in the educational process of basic education students and chemistry teachers in training. The methodological procedures employed include exploratory research of a qualitative nature, and a bibliographic survey was carried out on the Google Scholar and Capes Periodicals platforms. The search was limited to articles published in journals classified as Qualis A1, A2, A3 and A4 in the 2017-2020 quadrennium and the last decade (2016-2025), and 12 articles were selected for analysis. We found that the adoption of active methodologies, such as gamification and the use of technological resources, is essential to benefit learners in the educational process. Through innovative approaches, students become more engaged, experience an increase in motivation and improve their understanding of chemical concepts. Thus, these resources are allied to a teaching model that focuses on student learning, enabling the insertion of playful elements that promote attention, autonomy and a sharper critical capacity. As far as chemistry teachers in training are concerned, the gamification approach during teacher professionalization is a demand that has arisen in contemporary education, which requires degree courses to have two formative biases: (i) to propose gamified activities as a methodology that favors more effective learning and the development of autonomy in undergraduates as students; and, (ii) to promote practical learning situations for the development of active methodologies, especially gamification, so that they can be implemented in their future actions as chemistry teachers.