<?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>1984-6444</journal-id>
<journal-title><![CDATA[Educação UFSM]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Santa Maria]]></abbrev-journal-title>
<issn>1984-6444</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-64442024000100218</article-id>
<article-id pub-id-type="doi">10.5902/1984644470598</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Educação em Jogo: Os possíveis aspectos negativos do uso da gamificação nos processos de ensino na educação profissional e tecnológica]]></article-title>
<article-title xml:lang="en"><![CDATA[Education in Game: The possible negative aspects of the use of gamification in teaching processes in vocational and technological education.]]></article-title>
<article-title xml:lang="es"><![CDATA[Educación en Juego: Los posibles aspectos negativos del uso de la gamificación en los procesos de enseñanza en la educación profesional y tecnológica]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moraes]]></surname>
<given-names><![CDATA[Tatiane Netto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nakamoto]]></surname>
<given-names><![CDATA[Paula Teixeira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal do Triângulo Mineiro  ]]></institution>
<addr-line><![CDATA[Uberaba MG]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Federal do Triângulo Mineiro  ]]></institution>
<addr-line><![CDATA[Uberaba MG]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>49</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442024000100218&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442024000100218&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442024000100218&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A gamificação tem sido apontada por muitos como a solução para motivar e trazer comprometimento em diversas áreas, mas a gamificação realmente é boa para todos? Muitas pesquisas têm mostrado as vantagens da utilização da gamificação, porém, ainda são poucos os trabalhos voltados a pesquisar as desvantagens. Esta pesquisa procura identificar os aspectos negativos que podem surgir através do uso da gamificação nos processos de ensinona educação profissional e tecnológica, sobretudo no Ensino Médio Integrado. Assim, partindo da premissa que os estudantes do Ensino Médio Integrado se encontram no período da adolescência, e que nessa fase a maioria deles estão vivenciando um período da vida de intensas transformações, precisamos examinar se em meio a esse turbilhão de descobertas e emoções, a gamificação não traz impactos negativos para esse grupo de alunos, já que a gamificação tem relação direta com componentes emocionais. Esse artigo é uma síntese da pesquisa de dissertação do Programa de Pós-Graduação em Educação Profissional e Tecnológica (PROFEPT). A pesquisa tem uma abordagem quali-qualitativa e procedimento bibliográfico. Espera-se que esses resultados possam auxiliar os docentes na melhoria do processo de ensino-aprendizagem, para que, ao decidirem utilizar a gamificação como recurso pedagógico possam encontrar subsídios que os auxiliem a reconhecer e então eliminarem, ou ao menos minimizarem, esses aspectos negativos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Gamification has been pointed out by many as the solution to motivate and bring commitment in several areas, but is gamification really good for everyone? Many studies have shown the advantages of gamification, but just a few have focused on the disadvantages. Our research seeks to identify the negative aspects that may arise from the use of gamification in teaching processes, in vocational and technological education, especially in "Integrated High Schools". Thus, starting from the premise that students in "Integrated High Schools" are in the period of adolescence, and that, at this stage, most of them are experiencing a period of life of intense transformations, we need to examine whether, in the mid of this turmoil of discoveries and emotions, gamification does not bring negative impacts to this group of students, since gamification has a direct relationship with emotional components. This article is a synthesis of the dissertation research of the Postgraduate Program in Vocational and Technological Education (PROFEPT). The research has a qualitative approach and a bibliographic procedure. It is hoped that these results may help teachers to improve the teaching-learning process, so that when they decide to use gamification as a pedagogical resource they may find subsidies to help them recognize and then eliminate, or at least minimize, these negative aspects.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Muchos hanseñalado la gamificacióncomo la solución para motivar y generarcompromisoendiferentesáreas, pero ¿es realmente la gamificaciónbuena para todos? Muchasinvestigacioneshandemostrado las ventajas de utilizar la gamificación, sin embargo, aúnexistenpocosestudioscentradoseninvestigar las desventajas. Esta investigaciónbuscaidentificarlosaspectosnegativos que puedensurgir a través del uso de la gamificaciónenlosprocesos de enseñanzaen la educaciónprofesional y tecnológica, especialmenteen la Escuela Secundaria Integrada. Así, partiendo de la premisa de que los estudiantes del la escuela secundaria integrada se encuentran en su etapa de adolescencia, y que en esta etapa la mayoría de ellos está viviendo un período de intensa transformación en sus vidas, debemos examinar si en medio de este torbellino de descubrimientos y emociones, la Gamificación no tiene impactos negativos en este grupo de estudiantes, ya que la gamificación está directamente relacionada con los componentes emocionales. Este artículo es una síntesis de la investigación de tesis del Programa de Posgrado en Educación Profesional y Tecnológica (PROFEPT). La investigación tiene un enfoque cualitativo y procedimiento bibliográfico. Se espera que estos resultados puedan ayudar a los docentes a mejorar el proceso de enseñanza-aprendizaje, de modo que, cuando decidan utilizar la gamificación como recurso pedagógico, puedan encontrar subsidios que les ayuden a reconocer y luego eliminar, o al menos minimizar, estos aspectos negativos.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Gamifacação]]></kwd>
<kwd lng="pt"><![CDATA[Aspectos Negativos]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Médio Integrado]]></kwd>
<kwd lng="en"><![CDATA[Gamification]]></kwd>
<kwd lng="en"><![CDATA[Negative aspects]]></kwd>
<kwd lng="en"><![CDATA[Integrated High School]]></kwd>
<kwd lng="es"><![CDATA[Gamificación]]></kwd>
<kwd lng="es"><![CDATA[Aspectos negativos]]></kwd>
<kwd lng="es"><![CDATA[Escuela Secundaria Integrada]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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