<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2024000301082</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.24.082.ao04</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Gamificação e conceitos matemáticos na Educação de Jovens e Adultos]]></article-title>
<article-title xml:lang="en"><![CDATA[Gamification and mathematical concepts in youth and adult education]]></article-title>
<article-title xml:lang="es"><![CDATA[Gamificación y conceptos matemáticos en la Educación de Jóvenes y Adultos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Trentin]]></surname>
<given-names><![CDATA[Valéria Becher]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Trentin]]></surname>
<given-names><![CDATA[Luciano]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Vale do Itajaí  ]]></institution>
<addr-line><![CDATA[Itajaí SC]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Regional de Blumenau  ]]></institution>
<addr-line><![CDATA[Blumenau SC]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2024</year>
</pub-date>
<volume>24</volume>
<numero>82</numero>
<fpage>1082</fpage>
<lpage>1103</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2024000301082&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2024000301082&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2024000301082&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A Educação de Jovens e Adultos (EJA) atualmente têm o desafio de atender jovens e adultos em suas trajetórias humanas. Portanto, a finalidade dessa modalidade, não pode ser somente de suplência das carências de escolarização, devendo também garantir direitos específicos. No conjunto desses sujeitos, encontram-se jovens e adultos que buscam, no acesso à educação, meios para dar continuidade ao seu desenvolvimento humano e social. Sendo assim, podemos destacar que esta modalidade de ensino se insere no cenário educacional brasileiro com questões específicas no que se refere às práticas pedagógicas. Considerando a necessidade de práticas pedagógicas que abarquem a compreensão das relações e das condições sociais dos jovens e adultos, no presente artigo, traz-se para o debate a gamificação e a aprendizagem dos conceitos matemáticos nesta modalidade de ensino. Em termos metodológicos, empregaram-se os referenciais da pesquisa qualitativa, utilizando a observação para coleta de dados. A pesquisa teve como sujeitos uma professora e seus respectivos alunos da turma de Nivelamento 1º Segmento, de um Centro de Educação de Jovens e Adultos (CEJA), localizado em um município do estado de Santa Catarina. Constatou-se que a aprendizagem baseada na gamificação favorece o desenvolvimento de competências cada vez mais importantes e necessárias para o século XXI, como a resolução de problemas, a literacia digital e o pensamento crítico e a colaboração entre pares.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Youth and Adult Education (EJA) currently faces the challenge of assisting young people and adults in their human trajectories. Therefore, the purpose of this modality cannot only be to replace schooling needs, but must also guarantee specific rights. Not together with these subjects, we find young people and adults who seek, not access to education, means to give continuity to their human and social development. Thus, we can highlight that this modality of teaching is inserted in the Brazilian educational context with specific quests that refer to pedagogical practices. Considering the need for pedagogical practices that encompass the understanding of the relationships and social conditions of young people and adults, do not present articles, draw up or debate gamification and learning of two mathematical concepts in this teaching modality. In methodological terms, we employ qualitative research references, using observation to collect data. The investigation involves a professor and her respective students of the 1st Segment Level class, of a Youth and Adult Education Center (CEJA), located in a municipality in the state of Santa Catarina. It is confirmed that gamification-based learning favors the development of increasingly important and necessary competencies for the 21st century, such as problem solving, digital literacy, critical thinking, and peer collaboration.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La Educación de Jóvenes y Adultos (EJA) tiene hoy el desafío de atender a jóvenes y adultos en sus trayectorias humanas. Por tanto, el objetivo de esta modalidad no puede ser sólo cubrir las necesidades de escolarización, sino que también debe garantizar derechos específicos. No conjunto desses sujeitos, encontram-se jóvenes y adultos que buscan, no acesso à educação, meios para dar continuidade ao su desenvolvimento humano e social. Así mismo, podemos destacar que esta modalidad de enseñanza se inserta en el escenario educativo brasileño con preguntas específicas no que se refieren a prácticas pedagógicas. Considerando la necesidad de prácticas pedagógicas que abarquem a comprender las relaciones y las condiciones sociales de jóvenes y adultos, no presente artigo, traz-se para o debate a gamificação e a aprendizagem dos conceitos matemáticos nesta modalidade de ensino. Em termos metodológicos, empregaram-se os referenciais da pesquisa qualitativa, utilizando una observación para coleta de dados. A pesquisa teve como sujetos uma profesora y sus respectivos alunos da turma de Nivelamento 1º Segmento, de un Centro de Educação de Jóvenes e Adultos (CEJA), localizado en un municipio del estado de Santa Catarina. Constatou-se que un aprendizagem basado en gamificação favorece el desarrollo de competencias cada vez más importantes y necesarias para el siglo XXI, como la resolución de problemas, la alfabetización digital, el pensamiento crítico y la colaboración entre pares.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação de Jovens e Adultos]]></kwd>
<kwd lng="pt"><![CDATA[Práticas pedagógicas]]></kwd>
<kwd lng="pt"><![CDATA[Metodologias ativas]]></kwd>
<kwd lng="pt"><![CDATA[Gamificação]]></kwd>
<kwd lng="pt"><![CDATA[Conceitos matemáticos.]]></kwd>
<kwd lng="en"><![CDATA[Education of Youth and Adults]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical practices]]></kwd>
<kwd lng="en"><![CDATA[active methodologies]]></kwd>
<kwd lng="en"><![CDATA[Gamification]]></kwd>
<kwd lng="en"><![CDATA[Mathematical concepts.]]></kwd>
<kwd lng="es"><![CDATA[Educação de Jóvenes y Adultos]]></kwd>
<kwd lng="es"><![CDATA[Prácticas pedagógicas]]></kwd>
<kwd lng="es"><![CDATA[Metodologías activas]]></kwd>
<kwd lng="es"><![CDATA[Gamificación]]></kwd>
<kwd lng="es"><![CDATA[Conceitos matemáticos.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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