Claudilene Moura Perim


Biographical note

Claudilene Perim graduated in Physical Education from Gama Filho University (1997) and Fisiotherapy from Universidade Estácio de Sá (2009) and earned a Master degree in Science and Health Education from the Núcleo de Tecnologia Educacional para a Saúde (NUTES) of the  of Federal University of Rio de Janeiro – UFRJ.

From 2012 to 2016, as a masters student, Claudilene was a researcher for CAPES – Coordenação de Aperfeiçoamento de Pessoal de Nível Superior and contributed as a team member for the project “Analysis of the information and communication technologies integration in primary education in the context of ‘One Computer Per Student Program (PROUCA)’” – Project No. 550434 / 2011-9 at NUTES/UFRJ.

She is currently is pursuing a PhD in Education from the Universidade Lusófona de Humanidades e Tecnologias – ULHT at Lisbon / Portugal.  With her research, she aims facilitate the connection of theory and practice by undergraduate students through the application of gamification principles to disciplines currently taught in the social education graduation.

Areas of academic and scientific interest

  • Education
  • Science of Education
  • Social Education
  • Health Sciences
  • Technology

Individual doctoral project

Gamification as a pedagogical tool for the social educator
Title
Professor Maria Neves Gonçalves
Advisor
Professor Filipe Luz (HEI-Lab)
Co-advisor
Abstract

The Social Educator, who works mainly in non-formal educational contexts, intends, when developing social-community intervention projects, the inclusion of all citizens, especially those groups of people under great social vulnerability.  It is a professional who makes creativity and autonomy his/her means to develop educational and preventive actions in contexts characterized by the complexity, diversity and economic and social changes resulting from globalization. Linking theory to practice becomes a challenge for the social educator in his workplace, as it means dealing with interdisciplinarity and transversality of knowledge in the search for the pedagogical approaches more  suitable to the specificities of each intervention he or she develops in the field. It becomes mandatory to look for methodological alternatives and pedagogical materials that are in sync with the way people think, act and learn today in order to foster their active participation in the process of socio-educational interventions. Based on the extensive literature available on the use of games in education and the current stage of the development of entertainment games, the adoption of game mechanics emerges as a pedagogical strategy with significant success potential in social education. Gamification consists of the use of game elements with the purpose of attracting and motivating the student in contexts that are not really a game. By creating meaningful learning experiences that develop competencies such as learning autonomy, gamification provides the means to make subjects reflective, creative, critical and capable of solving complex problems. This summary is part of a doctoral research project underway at the Lusófona University of Humanities and Technologies, whose theoretical framework is centered on the concept of edutainment, which associates educational content and forms of entertainment as a strategy to build involvement, interaction and immersion in favor of the student. The project has as its base line the application of a gamified approach to a current discipline of the Social Education Graduation curriculum. The gamification approach will leverage on technological and educational resources available to the general public and that do not add costs complexity to its use. The social education students will have the opportunity to become protagonists of an active learning methodology applied in the classroom and to understand and reflect on how the theoretical framework learned in class unfolds in practical applications.  In addition, the students will be exposed to a pedagogical alternative and a set of instruments they can be useful to their future practice in the field. The methodological approach to be adopted for this investigation will be the participant research, whose main characteristic is the structured approach applied to the interaction between the researcher and the subjects of the investigated situations.

Keywords: Social Education, Gamification, Social Pedagogy, Theory and Practice