Abstract
The objective of this research was to analyze teachers' perceptions about the role of gamification for school inclusion in a Brazilian public school. To this end, an exploratory research with a qualitative approach was applied with 13 teachers. Analysis of teachers' perceptions of the role of gamification in school inclusion reveals its acceptance as a promising tool to stimulate student engagement, especially those with disabilities. Gamification's ability to transform the learning environment into a dynamic and motivating space is highlighted as key to promoting a more inclusive and student-centered education. Teachers' reports emphasize not only the effectiveness of gamification in promoting active student participation, but also its ability to tailor teaching to the individual needs of each student, ensuring that everyone feels valued and included in the educational process. In addition, the perception that the playful elements of gamification make learning more accessible and interesting underscores its importance in overcoming learning barriers and promoting equal educational opportunities. In this way, teachers recognize gamification as an effective strategy to promote a more personalized, student-centered, and inclusive education, thus contributing to the academic and personal development of each student and to a more satisfying and effective educational experience for all.
DOI:https://doi.org/10.56238/sevened2024.002-063