Gamificação na formação cítica de professores/as de inglês: press play to gamify's multiverse

Abstract

This research aims to problematize gamification in the English critical teaching education based on a teacher training course entitled Press play to gamify teaching English with gamification, offered to English teachers in university education from all over Brazil. The specific objectives are: a) to analyze the gamification process in the Press play to gamify course, and b) to reflect on the possibilities of critical action in this teacher education experience with gamification. The research questions are: how did the gamification process take place in the Press play to gamify course? What possibilities for critical action emerged from this experience of teacher education with gamification? As for the methodological paths of this work, in turn, it is based on critical qualitative research (DENZIN; LINCOLN, 2008), although it is not restricted to it alone. In addition, this research is a decolonial effort in the face of the remnants of coloniality still present in the academy field. For analysis, the following empirical documents were used: multimodal group diary built in Padlet, initial questionnaire, transcripts of remote meetings (recorded in audio and video), minutes of the meetings and, finally, the researcher's diary. Many voices dialogue with this work, such as: Chou (2013), Alves (2015), Nicholson (2015) and Portugal (2019) for the discussion on gamification; and Pennycook (2006), Moita Lopes (2006), Silvestre (2017, 2018, 2022), Sabota (2018) and Zacchi (2018) for the discussion on teacher education and language education, among many other voices. Based on the reflection on the empirical material, it is concluded that the synergy built through the travelers' exposure to the gamified narrative of the course provided a critical movement, thus verifying that narratives and identity engagement are the atoms that build gamification in the critical education of English teachers