A Gamificação como prática pedagógica para o letramento literário em clubes de leitura

Abstract

The dissertation investigates the application of gamification strategies in literary mediation within book clubs. Developed within the scope of the Professional and Technological Education Graduate Program (ProfEPT) at the Federal Institute of Goiás (IFG), the research aims to analyze the impact of gamification on fostering literary literacy among integrated high school students. The theoretical framework is based on studies on literary literacy, critical pedagogy, and gamification, highlighting the contributions of Paulo Freire, Huizinga, and Rildo Cosson. The research explores how reading circles and culture circles can be enhanced through playful and participatory elements, stimulating students' engagement with literature. Methodologically, this is a qualitative case study conducted with students from IFG – Itumbiara Campus. Data collection was carried out over five meetings of the Book Club, using instruments such as participant observation, semi-structured questionnaires, and satisfaction monitoring surveys. Data analysis was based on the methodological triangulation proposed by Lüdke and André (2013), aiming to understand participants' perceptions of the gamified experience. The results indicate that gamification had a positive impact on literary mediation, promoting greater student participation and encouraging the development of reading habits. Participants reported that the inclusion of playful elements, such as challenges, rewards, and interactive dynamics, contributed to making the reading experience more engaging and meaningful. Additionally, it was observed that the social interaction fostered by the meetings strengthened the sense of belonging and contributed to the formation of critical and autonomous readers. The dissertation culminates in the development of an educational product titled The Magic Circle of Reading: Gamification in Literary Mediation, which presents guidelines for implementing gamified book clubs. This educational product was validated by teachers and librarians at IFG and will be made available in institutional repositories for public access. The study concludes that gamification can be an effective tool in literary mediation, especially when combined with dialogic and interactive practices. It reaffirms the importance of literature as a fundamental human right and suggests that incorporating playful elements can expand the reach and effectiveness of reading projects in school environments.