GAMIFICATION AS A PEDAGOGICAL TOOL FOR INCLUSIVE TEACHING AND LEARNING IN PUBLIC EDUCATIONAL INSTITUTIONS

Abstract

Including is a constant challenge in the educational context, especially when the teaching-learning process involves students with different profiles. Often, in trying to include, there is a risk of exclusion. Most inclusion initiatives focus on those with physical or intellectual disabilities, in which, within the educational field, there is an effort to integrate these students into the teaching and learning process, including them in a more humane and comprehensive way. However, students with giftedness are often neglected, under the false premise that they learn on their own or do not need support. This article presents the experience of implementing gamification tools as a strategy to promote the inclusion of both students with disabilities and those with high abilities. Applied to the subject of Basic Electricity, the methodology involved systematic observations and the adoption of both innovative and traditional pedagogical practices - based on diagnostic assessments that helped identify the students' profiles. In this sense, the results of the gamification proposal show that it is possible to promote more meaningful, continuous, and inclusive learning by encouraging student protagonism, respecting individual learning styles and paces, and offering a variety of assessment activities, contributing to comprehensive development. Based on this, it was observed that activities can be adapted to the needs, potentials, and experiences of each student. The results reveal that gamification can make learning more meaningful, inclusive, and continuous, by valuing individualities, stimulating student protagonism, and contributing to a more holistic and equitable education.