GAMIFICATION AS A DIALOGICAL RESOURCE ABOUT HUMAN RIGHTS AND PROMOTING CITIZENSHIP

HUMAN DEVELOPMENT SPACES

Abstract

Processes of knowledge production in collective spaces involve the field of experimentation and experience and the construction of spaces for educational-reflective practice. The question that guides this study is how to learn and care, guided by human rights, through group practices? In this context, the aim is to debate gamification as a mediation tool, pedagogical value and ethical self-care resource. Referenced in sociocultural studies, the centrality of meaning production processes stands out, mediated by everyday self-other experiences. Bibliographic research is used as a reference to collect data in the literature review. Gamification operates in the dynamics of the learning process in Human Rights, in group practices and collective spaces and, although it requires further studies, it presents itself as a dialogical resource in expanding awareness regarding the conditions that increase and/or subtract human dignity, developing ingenuity and criticality, oriented towards transformative action. Thus, the social relevance of the game in producing subsidies to enhance debate, the implementation of public policies and the community in general can be seen.