GAMIFICAÇÃO COMO UMA FERRAMENTA PARA O APRENDIZADO DE LÍNGUA INGLESA: O CASO DO ISF-UFS

Abstract

The principles of the postmethod, defended by Kumaravadivelu (1994), lay the theoretical bases for the teacher to assume the protagonism of his/her classes, since he/she is seen as the only one capable of choosing the methodologies, techniques, and activities. In this context, after the discussions about the concepts of gamification in the EWB-UFx, teachers and coordinators planned a 16-hour course fully gamified. Thus, after a brief review of the literature on the subject, this paper describes the entire process of the Zombie-Apocalypse-course planning, highlighting the choices made based on the purposes of the script created and the principles of gamification theories. At the end, some considerations on the role of the script in the execution of the classes, the perceptions of teachers and coordinators on students’ performance and the percentage of permanence of the pupils until the end of the course were pointed out.