The Challenges of Gamification in Brazil’s Educational Delivery During Covid 19

This chapter notes the distrust, discouragement, unfamiliarity with technology, and constant distractions that are just some of the item’s students mentioned to teachers when emergency remote education was proposed at the beginning of the Covid 19 isolation period. Teachers, in turn, were forced to adapt ungently, often without the provision of resources for this, their new workday mixing asynchronous content preparation and a routine of synchronous teaching classes. In this scenario, we saw the idea of “gamification” being sold as a magic solution to the problems of student engagement, supposedly guaranteeing a light and dynamic teaching-learning process. In reality, it is necessary to analyze the application of gamification under the broad perspective of the economic limitation imposed on social minorities, which directly impacts their access to information and the collaborative construction of knowledge. In that chapter, I present a text that could serve as a basis for contextualizing the situation experienced by marginalized groups that are involved in deplorable conditions. Within the scope of this new proposal, with almost 2 years of the COVID-19 pandemic, I revisit the same issue to critically address the scope of the application of gamification in the remote work environment. I discuss the methodology of gamification to review its application as a solution for increasing employee productivity. I found that, in a way, unfortunately, it does not pay attention to their well-being.