Banca de QUALIFICAÇÃO: ADRIANA ALVES PINTO

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
STUDENT : ADRIANA ALVES PINTO
DATE: 12/06/2023
TIME: 16:30
LOCAL: online - RNP vicenteparreiras
TITLE:

ACTIVE METHODOLOGIES APPLIED IN BASIC EDUCATION: English language learning mediated by gamification and Complex Adaptive Pedagogical Interactional Dynamics

KEY WORDS:

Gamification. Engagement. DIPAC. Complexity.

 

 

PAGES: 138
BIG AREA: Lingüística, Letras e Artes
AREA: Lingüística
SUMMARY:

This paper presents the preliminary results of a study on engagement in English language
classes in a public school, based on the pedagogical perspective of active methodologies,
especially gamification, mediated by the complexity paradigm and the Complex Adaptive
Pedagogical Interactional Dynamics. This research aims at observing and analyzing whether
and how students engage in English language learning when applying the active methodology
gamification, mediated by Complex Adaptive Pedagogical Interactional Dynamics. It also aims
to answer the following research questions: i. What evidence emerges from the use of
gamification in the complex adaptive classroom system that enables student engagement in
English language classes? and ii. What strategies and/or resources did students use to commit
to autonomous English learning inside and outside the classroom environment? The research
will be guided by studies on engagement (SKINNER; PITZER, 2012, FREDRICKS, 2004;
REEVE, 2012; CSIKSZENTMIHALYI, 1990). Furthermore, the concepts of active
methodologies (BACICH; MORAN, 2018; MATTAR, 2017) and Complex Adaptive
Pedagogical Interactional Dynamics (PARREIRAS, 2005, 2015). Considering the type of
research, it is action research from the perspective of a case study and a qualitative and
interpretative approach. The research will be conducted in four classes of the ninth grade of
elementary school in a public school, located in the northern region of Belo Horizonte. The
methodological procedures adopted for data collection were based on analysis using the
Appraisal System (MARTIN; WHITE, 2005) and engagement factors (SKINNER; PITZER,
2012; REEVE, 2012) provided by an evaluation and self-assessment questionnaire. A
proficiency test was applied before and after the use of gamification in the complex adaptive
classroom system to verify the difference in the student’s proficiency in English. Notes were
also made in a diary containing data on the students' behavior during this school period, aiming
at detecting evidence of student engagement. The partial results of this research indicated that
the use of gamified activities mediated by Complex Adaptive Pedagogical Interactional
Dynamics affected the English language classroom system in a positive way, contributing to
the engagement of students indicated by the engagement factors (SKINNER and PTIZER,
2012; REEVE, 2012).

COMMITTEE MEMBERS:
Externo à Instituição - GASPERIM RAMALHO DE SOUZA - UFLA
Externa à Instituição - JOSIMAR GONÇALVES RIBEIRO
Externa à Instituição - RITA DE CÁSSIA AUGUSTO - UFMG
Presidente - VICENTE AGUIMAR PARREIRAS