Oficina Gamificada Metamorfosis: práticas crítico-reflexivas para potencializar a construção da identidade profissional docente dos estagiários de línguas estrangeiras

Abstract

This dissertation examines the design, implementation, and evaluation of the Gamified Workshop Metamorfosis, a formative pathway developed to strengthen pre-service foreign language teachers’ professional identity. The workshop is grounded in a gamified educational process that integrates critical-reflective practices into the context of the Supervised Teaching Practicum. Drawing on an applied qualitative approach, the study proposes a formative model informed by theories of reflective teacher education (Schön, 2000; Perrenoud, 2001, 2002; Alarcão, 2001, 2007), critical pedagogy (Freire, 1987, 1996; hooks, 2013, 2020), reflective journals (Zabalza, 2004; Reichmann, 2007, 2013), professional teacher identity (Dubar, 1997; Pimenta; Lima, 2018), and gamification in education (Kapp, 2012; Alves, 2014). The initial motivations for the research originated in the researcher’s experience as supervising professor of Supervised Practicum I and II, and through the analysis of practicum reports written by student teachers. These experiences revealed the uncertainties and challenges involved in constructing a professional teacher identity during initial training. In response, the formative proposal sought to reclaim the practicum as a space for dialogue, experimentation, authorship, and critical reflection, understood as a powerful environment for problem-posing and for generating new ideas about becoming a foreign language teacher. The formative process was structured as a five-module gamified workshop that associates stages of professional identity construction with the butterfly’s metamorphosis cycle. The workshop combined in-person and asynchronous activities designed to foster reflexivity and experimentation with creative-didactic tools. In addition, the educational product Butterfly Effect Reflection Journal was developed as a complementary resource comprising reflective and self-evaluative activities. Data were generated with undergraduate students enrolled in French and Spanish teacher education programs at UFPA who were taking Supervised Practicum I. Results, obtained through questionnaires administered via Google Forms, indicate that the gamified workshop and reflective journal supported student-teachers’ engagement, enhanced critical awareness of reflective teaching practice, and contributed to their identity construction as authors of their own professional formation. The study also underscores the relevance of peer and supervisor interactions as mediators of reflection and identity construction, fostering self-reflective and self-evaluative movements essential to learning. By addressing central issues such as professional teacher identity and reflexivity, the study demonstrates potential for further development and adaptation to diverse contexts and levels of teacher education.