EPISTEMOLOGIES OF GAMIFICATION PRACTICES IN (MULTI) LITERACIES IN LANGUAGE TEACHING

Abstract

This article presents a research excerpt on gamified practices developed by the research group "Gamification and critical digital literacy in the teaching and learning of Portuguese language", affiliated with the School of Languages of the Institute of Languages and Communication of the Federal University of Pará. The study aims to identify and analyze the epistemological frameworks underlying gamification practices in (multi)literacies within language teaching, with a particular focus on Portuguese language. As a theoretical foundation, we draw on the studies of Busarello (2016), Kapp (2013), Schwartz (2014), and Zichermann & Cunningham (2011) on gamification. The research adopts a quantitative-qualitative approach, with a bibliographic and exploratory nature, with data collection from national and international databases to build the corpus. As the main result of the investigation, the epistemologies used to support gamified pedagogical practices in the analyzed academic works stood out, highlighting educators' concern with theoretically grounding their activities. By clarifying these epistemologies, the study also underscored their importance in integrating gamification into language teaching, emphasizing this approach from an ethical perspective and with scientific rigor.