<?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>2178-2679</journal-id>
<journal-title><![CDATA[Revista Práxis Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Práx. Educ.]]></abbrev-journal-title>
<issn>2178-2679</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual do Sudoeste da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-26792020000500455</article-id>
<article-id pub-id-type="doi">10.22481/praxisedu.v16i41.6474</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[GAMIFICATION AS A TOOL FOR THE LEARNING OF THE ENGLISH LANGUAGE: THE EWB-UFS CASE]]></article-title>
<article-title xml:lang="pt"><![CDATA[GAMIFICAÇÃO COMO UMA FERRAMENTA PARA O APRENDIZADO DE LÍNGUA INGLESA: O CASO DO ISF-UFS]]></article-title>
<article-title xml:lang="es"><![CDATA[GAMIFICACIÓN COMO HERRAMIENTA PARA EL APRENDIZAJE DEL IDIOMA INGLÉS: EL CASO DE ISF-UFS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Elaine Maria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gomes]]></surname>
<given-names><![CDATA[Rodrigo Belfort]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Nayara Stefanie Mandarino]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Federal University of Sergipe  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Federal University of Sergipe  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Federal University of Sergipe  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>16</volume>
<numero>41</numero>
<fpage>455</fpage>
<lpage>475</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-26792020000500455&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-26792020000500455&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-26792020000500455&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[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-UFS, 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&#8217; performance and the percentage of permanence of the pupils until the end of the course were pointed out.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Os princípios do pós-método, defendidos por Kumaravadivelu (1994), lançam as bases teóricas para que o professor assuma o protagonismo de suas aulas, na medida em que é visto como o único capaz de escolher as metodologias, técnicas e atividades empregadas. Neste contexto, após as discussões sobre os conceitos de gamificação no Programa Inglês sem Fronteiras da UFS, professores e coordenadores planejaram um curso de 16 horas totalmente gamificado. Assim sendo, este trabalho tem como objetivo, após uma breve revisão de literatura sobre a temática, descrever todo o processo de preparação do curso Apocalipse Zumbi, apontando as escolhas feitas com base nos propósitos do roteiro criado e nos princípios das teorias da gamificação. Ao final, algumas considerações foram levantadas sobre o papel do roteiro na execução das aulas, as percepções de professores e coordenadores sobre o desempenho dos alunos e o percentual de permanência dos alunos até o final do curso.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Los principios del post-método, defendidos por Kumaravadivelu (1994), sientan las bases teóricas para que el maestro asuma el papel de sus clases, ya que es visto como el único capaz de elegir las metodologías, técnicas y actividades empleadas. En este contexto, después de las discusiones sobre los conceptos de gamificación en el Programa UFS de Inglés sin Fronteras, los maestros y coordinadores planearon un curso de 16 horas totalmente gamificado. Por lo tanto, este trabajo tiene como objetivo, después de una breve revisión de la literatura sobre el tema, describir todo el proceso de preparación del curso Apocalipse Zumbi, señalando las elecciones realizadas en función de los propósitos del guión creado y los principios de las teorías de gamificación. Al final, se plantearon algunas consideraciones sobre el papel del guión en la ejecución de las clases, las percepciones de los profesores y coordinadores sobre el rendimiento de los alumnos y el porcentaje de permanencia de los alumnos hasta el final del curso.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Gamification]]></kwd>
<kwd lng="en"><![CDATA[English without Borders]]></kwd>
<kwd lng="en"><![CDATA[English teaching.]]></kwd>
<kwd lng="pt"><![CDATA[Gamificação]]></kwd>
<kwd lng="pt"><![CDATA[Inglês sem Fronteiras]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de inglês.]]></kwd>
<kwd lng="es"><![CDATA[Gamificación]]></kwd>
<kwd lng="es"><![CDATA[Inglés sin fronteras]]></kwd>
<kwd lng="es"><![CDATA[Enseñando inglés.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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