GAMIFICAÇÃO EQUITATIVA NA EDUCAÇÃO PROFISSIONAL DE JOVENS E ADULTOS: POTENCIAIS, DESAFIOS E INCLUSÃO TRANSFORMADORA

Abstract

This article investigates the impacts of gamification on the teaching-learning process in Professional and Technological Education (EPT), with a particular focus on the challenges and potentials of its application for students in Youth and Adult Education (YAE). The central problem addresses how different gamification modalities can promote student engagement and learning improvement in a public characterized by heterogeneity and trajectories of social vulnerability. The general objective is to evaluate the contributions of gamification, specifically analyzing how this methodology can be adapted to meet the diverse needs of EJA students in EPT, in pursuit of an integrated and emancipatory education. The methodology adopted was an integrative literature review, which allowed for the synthesis and critical analysis of academic production on the subject. The results indicate that, although gamification is a powerful tool for increasing motivation and engagement, its effectiveness in the EPT/EJA context is conditioned by a pedagogical design based on the principle of equity, rather than mere equality. It is concluded that for gamification to be transformative, it must transcend the application of game mechanics and be intentionally planned to value experiential knowledge, promote inclusion, and foster the omnilateral development of students, aligning with a critical and liberating pedagogy.