<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1983-9278</journal-id>
<journal-title><![CDATA[Eccos Revista Científica]]></journal-title>
<abbrev-journal-title><![CDATA[Eccos Rev. Cient.]]></abbrev-journal-title>
<issn>1983-9278</issn>
<publisher>
<publisher-name><![CDATA[Universidade Nove de Julho - UNINOVE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-92782023000200110</article-id>
<article-id pub-id-type="doi">10.5585/eccos.n65.23660</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[MOTIVAÇÃO NO PROCESSO DE APRENDIZAGEM E SUA RELAÇÃO COM ATIVIDADES GAMIFICADAS - UMA ANÁLISE EPISTEMOLÓGICA]]></article-title>
<article-title xml:lang="en"><![CDATA[MOTIVATION IN THE LEARNING PROCESS AND ITS RELATIONSHIP WITH GAMIFIED ACTIVITIES - AN EPISTEMOLOGICAL ANALYSIS]]></article-title>
<article-title xml:lang="es"><![CDATA[LA MOTIVACIÓN EN EL PROCESO DE APRENDIZAJE Y SU RELACIÓN CON LAS ACTIVIDADES GAMIFICADAS - UN ANÁLISIS EPISTEMOLÓGICO]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Simão]]></surname>
<given-names><![CDATA[Crisley Helena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jardim]]></surname>
<given-names><![CDATA[Maria Inês de Affonseca]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Mato Grosso do Sul  ]]></institution>
<addr-line><![CDATA[Campo Grande MS]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Mato Grosso do Sul  ]]></institution>
<addr-line><![CDATA[Campo Grande MS]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<numero>65</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-92782023000200110&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-92782023000200110&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-92782023000200110&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A motivação é um fator importante da vida humana e muito significante no processo de aprendizagem. Ao longo do desenvolvimento do pensamento filosófico que incluía as visões de homem e das concepções de determinação dos comportamentos, variados compêndios sobre motivação foram escritos. Muitos teóricos da aprendizagem estudaram ou evidenciaram o papel das variáveis motivacionais na aprendizagem ou na memória. É sob essa perspectiva que o conceito de motivação será tratado neste trabalho, refletindo sobre os enfoques de como a motivação em contexto de ensino e aprendizagem foi caracterizada ao longo dos tempos e historicizar a relação da motivação histórica com a gamificação como estratégia de ensino. As reflexões levantadas neste trabalho apontam que dentre os modelos epistemológicos e pedagógicos o construtivismo e a pedagogia relacional se destacam por favorecer a interação entre o sujeito e o meio. A gamificação segue o modelo epistemológico construtivista no qual o conhecimento não é apenas transmitido e se sustenta na pedagogia relacional valorizando a associação das motivações intrínseca e extrínsecas no processo de ensino-aprendizagem. Assim, este trabalho pode auxiliar o desenvolvimento de pesquisas sobre gamificação no âmbito educacional visando a efetivação do conhecimento unindo pressupostos cognitivistas aliado ao uso de recompensas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Motivation is an important factor in human life and very significant in the learning process. Along the development of the philosophical thought that included the visions of man and the conceptions of behavior determination, several compendiums on motivation were written. Many learning theorists have studied or highlighted the role of motivational variables in learning or memory. It is from this perspective that the concept of motivation will be treated in this work, reflecting on the approaches of how motivation in the context of teaching and learning has been characterized over time and to historicize the relationship between historical motivation and gamification as a teaching strategy. The reflections raised in this work point out that among the epistemological and pedagogical models, constructivism and relational pedagogy stand out for favoring the interaction between the subject and the environment. Gamification follows the constructivist epistemological model in which knowledge is not just transmitted and is based on relational pedagogy, valuing the association of intrinsic and extrinsic motivations in the teaching-learning process. Consequently, this work can help the development of research on gamification in the educational field, aiming at the realization of knowledge by joining cognitive assumptions together with the use of rewards.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La motivación es un factor importante en la vida humana y muy significativo en el proceso de aprendizaje. A lo largo del desarrollo del pensamiento filosófico que incluyó las visiones del hombre y las concepciones de la determinación de la conducta, se escribieron varios compendios sobre la motivación. Muchos teóricos del aprendizaje han estudiado o resaltado el papel de las variables motivacionales en el aprendizaje o la memoria. Es desde esta perspectiva que se tratará el concepto de motivación en este trabajo, reflexionando sobre los enfoques de cómo se ha caracterizado a lo largo del tiempo la motivación en el contexto de la enseñanza y el aprendizaje y para historizar la relación entre la motivación histórica y la gamificación como estrategia didáctica. Las reflexiones planteadas en este trabajo señalan que entre los modelos epistemológico y pedagógico se destacan el constructivismo y la pedagogía relacional por favorecer la interacción entre el sujeto y el entorno. La gamificación sigue el modelo epistemológico constructivista en el que el conocimiento no solo se transmite y se basa en la pedagogía relacional, valorando la asociación de motivaciones intrínsecas y extrínsecas en el proceso de enseñanza-aprendizaje. Este trabajo puede ayudar al desarrollo de investigaciones sobre gamificación en el campo educativo, con el objetivo de la realización del conocimiento mediante la unión de supuestos cognitivos combinados con el uso de recompensas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[epistemologia]]></kwd>
<kwd lng="pt"><![CDATA[gamificação]]></kwd>
<kwd lng="pt"><![CDATA[teorias de aprendizagem.]]></kwd>
<kwd lng="en"><![CDATA[epistemology]]></kwd>
<kwd lng="en"><![CDATA[gamification]]></kwd>
<kwd lng="en"><![CDATA[learning theories.]]></kwd>
<kwd lng="es"><![CDATA[epistemologia]]></kwd>
<kwd lng="es"><![CDATA[gamificación]]></kwd>
<kwd lng="es"><![CDATA[teorías del aprendizaje.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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